Author 




Title .— . 



Class ,Jb»0^i^5!7 
Book ^$JSOzIjZ~ 



Imprint 



AS— 371/9-1 3P© 



CITY OF NEW YORK 



SEVENTEENTH ANNUAL REPORT 



OF THE 



CITY SUPERINTENDENT OF 

SCHOOLS 

1914-1915 



SURVEY OF THE 



GARY AND- PREVOCATIONAL SCHOOLS 



PRESENTED TO THE BOARD OF EDVCA1 [Ol 
JANUARY 26, 191€ 



DEPARTMENT OF EDUCATION 

THE CITY OF NEW YORK '^\ y ) 



SEVENTEENTH ANNUAL REPORT 



OF THE 



CITY SUPERINTENDENT OF 

SCHOOLS 

1914-1915 



SURVEY OF THE 
GARY AND PREVOCATIONAL SCHOOLS 



PRESENTED TO THE BOARD OF EDUCATION 
JANUARY 26, 1916 



c?e-P = - 



PRESS OF 

CLARENCES. NATHAN, INC. 

NEW YORK. 



D. of D. 
FEB 16 



Lhf& 



\ 



(\\l** > 






TABLE OF CONTENTS 

PAGE 

Letter of Transmittal ; 5 

Introductory: Purpose and Plan 7 

The Real Test: General Plan 11 

Instructions for administering tests 12 

The Test Questions 13 

Arithmetic 14 

Spelling 15 

Geography 18 

History 19 

English 20 

Rating and Scoring at the Schools 24 

Instructions for rating and scoring tests 24 

Notes for the guidance of teachers in rating tests given on March 

23-24, 1915 25 

Notes for the guidance of teachers in rating tests given June 15, 

1915 26 

Re-Rating the Papers ' 28 

Limitations and Obections 30 

The Scqpe of the Investigation. ,--..., 33 

The Ratings at the Beginning of, the Period 35 

The Ratings at the End of the Period 39 

Improvement as Shown by the Number of Pupils Whose Scores 

were Better in the Final Than in the Initial Test 39 

A Second Method of Measuring Improvement 46 

Standards for the Grades 53 

A Third Method of Measuring Improvement 54 

Conclusion : 57 

Appendix — Statistical Note 60 



LETTER OF TRANSMITTAL. 



January 6th, 1916. 
To the Board of Education, 

Ladies and Gentlemen: 

I have the honor to transmit to you a document of unusual 
interest and importance — a report made to me by Mr. Burdette 
R. Buckingham, embodying the results of examinations conducted 
in March and in June, 1915, in the two elementary schools admin- 
istered on the so-called Gary plan, in the six elementary schools 
containing "prevocational" departments administered under the 
immediate supervision of Associate City Superintendent Ettinger, 
and in an equal number of elementary schools administered under 
the system that has grown up in this city for a century and a 
quarter. 

The tests were planned and all arrangements were made, 
the questions were formulated, the plan of scoring determined, 
and all the details, even the minutest, settled before my illness 
commenced last April. The scoring of the papers and the formu- 
lation of results were carried out under the direction of Mr. 
Buckingham. 

The design of these tests was to determine how results in 
those studies which all thinking people agree should form the 
chief field of elementary education, compare in the three types 
of elementary schools — the traditional type, the Ettinger type, 
and the Gary type. The schools of the traditional type were 
selected each because it has a pupil-population as nearly as pos- 
sible similar to that in one of the two other classes of schools. 

Two examinations, separated by an interval of three months 
and with questions as nearly equivalent as possible, were given, 
in order that the test should be not only one of acquired knowledge, 
but also one of progress. 

The results show that, of the three types, the traditional 
schools made the best showing, the "prevocational" schools stood 
second, and the Gary schools stood third. 



While I would be the last to claim that this test is final or 
that it renders an effective decision against the Gary system for 
this city, it is fair to say that it raises a strong presumption against 
the general introduction of the Gary system into this city. The 
conclusion obviously is that neither the Gary system nor the 
"prevocational" system should be further extended, until the 
schools in which they are being tried make a better exhibition 
of efficiency. 

Mr. Buckingham has done a fine piece of work in his formula- 
tion of the results of these tests and in his temperate, impartial, 
and judicious statements. 

I regret to have to announce that we must soon lose Mr. 
Buckingham's services. The educational authorities of Wis- 
consin, after considering the merits of all the prominent educa- 
tional statisticians in the country, have selected Mr. Buckingham 
as Statistician to their State Board of Education. Inasmuch 
as the offer carries with it a much larger salary than that which 
he is receiving, Mr. Buckingham has accepted the invitation. I 
regret exceedingly that it seems impossible, in the present con- 
dition of your finances, to offer Mr. Buckingham a salary that 
would induce him to remain with us. He has been Chief Statis- 
tician in your Superintendent's office for a year and nine months, 
and, within that period, he has organized our statistics for the 
first time on the highest level of modern statistical science, and 
has endeared himself to all with whom he has come in contact, 
not only as a statistical administrator, but as a schoolman of the 
highest qualifications, and as a man. 

Respectfully yours, 

WILLIAM H. MAXWELL, 

City Superintendent of Schools. 



December 16, 1915. 
Hon. William H. Maxwell, 

City Superintendent of Schools. 

Dear Sir: 

I hereby submit a report of the investigation carried out 
last year, at your request, embodying an attempt to show the 
extent to which the types of schools known as the "Gary Schools" 
and the "Prevocational Schools" were able to afford effective 
instruction in certain fundamental subjects of the elementary 
school curriculum. 

Yours respectfully, 

B. R. BUCKINGHAM, 

Chief Statistician. 



A SURVEY OF THE GARY AND PREVOCATIONAL 

SCHOOLS 

1. INTRODUCTORY: PURPOSE AND PLAN 

During the school year 1914-15, two schools in this city were 
organized under the direction of Superintendent William Wirt, 
of Gary, Ind. These schools were No. 45, The Bronx, and No. 89, 
Brooklyn. They are commonly known as "Gary Schools," and 
they will be so designated in this report. Six schools were also 
organized by Associate City Superintendent William L. Ettinger, 
as follows: Nos. 62, 64, and 95, Manhattan; Nos. 5 and 158, 
Brooklyn; and No. 85, Queens. These schools will be referred 
to in this report as the "Prevocational Schools." They offer a 
differentiated course of study in the seventh and eighth grades, 
whereby part of the pupils pursue a prevocational course, together 
with the more fundamental academic work, while the remainder 
of the pupils pursue the regular course of study. 

The purpose of this investigation has been to determine to 
what extent the Gary Schools and the Prevocational Schools 
have been able to give as effective instruction in the academic 
subjects as have the regular schools. The investigation is limited 
to the pupils of the seventh and eighth grades. 



In order that a comparison might be made between the 
experimental schools and schools pursuing the regular course 
of study, the following eight schools were given the same tests 
as were given to the Gary and Prevocational Schools: Nos. 34, 
44, 147, Manhattan; 46, Bronx; 12, 149, 152, Brooklyn; and 5 
Queens. 

The plan of the investigation embodied three sorts of testing — 
first, the Preliminary Test to determine the difficulty of the 
material; second, the Real Test applied to the Gary and Pre- 
vocational schools; third, the Control Test applied to the above 
named schools pursuing the regular course of study. The subjects 
used in the investigation were Arithmetic (problem work only), 
Spelling, Geography, History, and English Grammar. 

In order to determine the success of the teaching of these 
subjects, I felt that it was not sufficient to give to the schools 
concerned a single test in each subject. Obviously, to do this 
would be to raise the questions of the extent to which a favorable 
or unfavorable outcome for any given school was due to its organi- 
zation and to the course of study being taught in it, or to some 
other factor, such as the nature of the teaching force, the character 
of the neighborhood, the length of time devoted to particular 
subjects, etc. Accordingly, the plan was adopted of giving two 
tests in each subject, one at the beginning and the other at the 
end of a given period. The object was to find out how much 
progress the pupils had made during the period in question. By 
doing this, such disturbing factors as the ability of teachers and 
the native capacity of pupils were largely eliminated. The fact 
that a school showed poor results at the beginning of the period, 
compared with another school, might, indeed, place the poorer 
school in a more advantageous position, due to the larger oppor- 
tunity which it had for improvement. 

Clearly, however, no progress record could be shown with 
anything approaching reliability, unless the material of the tests 
at the beginning of the period and at the close of it were sub- 
stantially of the same difficulty. In the Preliminary Test, there- 
fore, a large number of questions in Arithmetic, Spelling, 
Geography, History, and Grammar were offered for the purpose 
of finding out their difficulty. This method of determining the 
difficulty of test material is submitted as essentially superior to 
any method based upon individual judgment. It is freely 
admitted that the difficulty of a question, when based upon the 
percentage of correct reactions to it, is subject to apparent vari- 



ation, due to the recency of instruction in the particular matter 
required by a given question. 

The superiority of the test method, however, of determining 
the difficulty of material is urged upon two grounds. First, when 
offered to a large number of pupils there develops a central tend- 
ency which may be called the average performance. At or near 
this average performance is the performance of a large number 
of the group. Performances much better or much poorer than 
the average are few in number. Remembering, therefore, that 
when we speak of the average difficulty of a question we mean 
the central tendency of a group, we are in a position to employ a 
useful generalization. Second, there is concrete evidence to show 
that the test method of determining the difficulty of questions 
is greatly superior to the method of individual judgment, even 
when the number of judges is large. 

In spelling, as well as in other subjects, one cannot help 
noticing the contradictory nature of the results of different investi- 
gators. I suggest that the most potent reason for this is that the 
investigations have been carried out upon material whose difficulty 
is a matter of individual judgment. I feel quite sure that the 
results of investigation would mean more and be more uniform 
if the nature of the material used were determined by preliminary 
testing. 

Table I will show, for each of the five subjects, the number 
of questions used in the preliminary test, the number of children 
by whom they were answered, and the number of cities from 
which returns were received. No total is given in this table, 
for the reason that the same children and the same cities were 
represented in more than one subject. The total number of 
questions used in the preliminary test was 831. 

TABLE I 



Subjects 


No. of 
Questions* 


No. of 
Children 


No. of 
Cities 


Arithmetic 

Spelling 

Geography 

History 

Grammar 


144 
315 
180 

72 
120 


2,951 
4,712 
2,204 
2,155 
3,196 


16 
23 
14 
15 
20 



* Throughout this report the word "question" will be used as a general 
term. It will apply equally to a problem in Arithmetic, a word in Spelling, or 
a question in Geography, History, or Grammar. 



It is to be understood, in reading Table I, that the entries 
under the caption "No. of Children" refer to the numbers of 
children from whom returns were received. It does not mean 
that these children wrote answers to all the questions in any one 
subject. For instance, in Geography, the children of only two 
cities wrote answers to the entire 180 questions; in the remaining 
twelve cities the children commonly wrote answers to 36 of the 
questions. 

A much greater number of questions has been devised for 
the Preliminary Test than could be used in the Real Test. 
This was done in order that there might be a selection of pairs 
of questions each of the same difficulty — one member of the pair 
to be used in the Real Test at the beginning of the period and 
the other at the end of the period. 

In devising the questions for the Preliminary Test, an effort 
was made to state each question in such a way that there could 
be but one correct answer to it, or that the conditions to be met 
required an answer about whose correctness there could be no 
doubt. For instance, in Geography, the question, "In what 
state is Pike's Peak?" practically admits of but one correct answer. 
The question, "Name a volcano in Italy" may, on the other hand, 
receive more than one correct answer, but there can be no doubt 
as to the correctness of any answer when given. 

In Geography, History, and Grammar, the questions were 
predominantly of the kind that call for information. The ability 
to answer them correctly, therefore, is based upon a pupil's ability 
to remember. Now memory is a much discredited function in 
modern pedagogical doctrine. I do not propose to enter into 
any contest with those who decry a type of teaching which is 
addressed to the memory, although I may remark in passing that 
I think the case against memory has been overstated. However, 
there are a number of reasons why, for test purposes, as distin- 
guished from teaching purposes, the information question is the 
best possible question to be used. The first reason is that it is 
more likely to elicit a precise answer whose correctness can be 
determined; second, the individual judgment, therefore, of the 
examiner plays an unimportant role; third, it may be rated as 
right or wrong, without setting up a scale of measurement for 
each question; fourth, as a result of these facts, it lends itself 
to statistical treatment. 

Information questions likewise afford means of indirectly 
measuring more than they directly measure. I have in hand 

10 



some material tending to show that the pupils who do well in 
answering information questions also do well in answering thought 
questions. If it were true that ability to answer thought questions 
varied directly with ability to answer information questions, 
then returns from tests of information would equally well measure 
ability to think within the field of the subject under consideration. 
Of course, I do not maintain that thought power and information 
'Vary directly." This would mean perfect correspondence — 
a correspondence such as is found to exist between the volume 
of gases and the pressure exerted upon them. No such perfect 
correspondence is to be found between mental traits or processes. 
Positive information as to the extent to which there is a corre- 
spondence between the amount of information and ability to 
think is not at hand. I am working on the problem now. There 
are, as I have said, indications that the correspondence is close, 
and, to the extent that the correspondence is close, the information 
test affords a measure not only of information, but also of the 
entire field of the subject to which the questions refer. 

Almost all the answer papers submitted in the Preliminary 
Test were rated in this office. In the few cases where the ratings 
of teachers were accepted, a comparison of the score sheets with 
the answer papers was made and the substantial accuracy of the 
rating was assured. 

I do not include in this report all the questions that were 
used in the Preliminary Test, on account of the space which they 
would occupy. They are on file in the Statistical Division of the 
office of the City Superintendent of Schools, and may be con- 
sulted by interested persons. 



2. THE REAL TEST: GENERAL PLAN 



As indicated above, the Real Test consisted of parallel mate- 
rial in each of the five subjects — Arithmetic, Spelling, Geography, 
History, and Grammar. In the last mentioned subject two 
questions were added which were not selections from the material 
used in the preliminary test. One of these questions consisted 
of a passage to be copied, and the other consisted of a passage 
to be written from dictation. An additional question was also 
submitted in each of the History tests — a question in which the 
children were required to exercise some thought and judgment. 

11 



The additional History and Grammar questions will be dealt 
with separately in a supplementary report. 

On March 19, 1915, the first series of tests was forwarded, 
together with a letter from the City Superintendent of Schools, 
in which directions were given for assembling and forwarding 
the answer papers to his office. The time fixed for giving each 
test was as follows: 

Arithmetic, March 23, 1915, 9:30 A. M. 
Grammar, " 23,1915, 1:00 P.M. 

Geography, " 24,1915, 9:00 A.M. 
Spelling, " 24, 1915, 10:00 A. M. 

History, " 24,1915, 1:00 P.M. 

In some of the experimental schools the double organization did 
not permit all classes to take the tests at these times, and some 
deviation from them was afterwards allowed. 

Accompanying the test papers were the following in- 
structions : 

INSTRUCTIONS FOR ADMINISTERING TESTS. 



Preliminary. Write in your roll-book a number in front of the name 
of each pupil on register. The boys are to be numbered beginning with 
"1," and the girls beginning with the number next higher than the last boy's 
number. If there are 17 boys and 20 girls, the boys will be numbered from 1 
to 17, and the girls from 18 to 37. Leave these numbers in your roll-book 
as a permanent record. In all the tests, report the pupils by number, keeping 
the same number for each child throughout. Pupils added to your register 
later should receive numbers next above those used in the first numbering, 
without reference to whether they are boys or girls. 

As far as possible, in all the tests, have the pupils write on No. 10 pad 
paper (8£" x 11")- See that the pupils know their numbers, and direct 
them to head all their papers with (a) name, (b) number, (c) age (in years 
last birthday), (d) class, (e) school. 

Arrange the papers in each set in numerical order, so that the paper 
of pupil No. 1 is on top; that of pupil No. 2 next, and so on. It will save 
time if the papers are collected in this order. 

Arithmetic. Write the following directions on the board: "Find the 
answers to the following problems. Give each problem its proper number. 
Do not begin to work a problem until told to begin. Stop when you are told 
to stop. If you finish before the class is told to stop, look over your work 
to be sure that it is correct. Mark your answer 'Arts' " 

Read these directions aloud to the pupils. 

Write the problems on the board one at a time, giving each its number. 
Allow exactly 10 minutes for the pupils to work each problem. Erase each 

12 



one before putting the next one on the board. Offer no explanations and 
answer no questions. 

English. This test is to be given at one o'clock. It is much to be 
desired that the questions should be written completely on the blackboard 
and covered up before the beginning of the test. If such a procedure is not 
followed, extreme care should be exercised to prevent communication among 
the pupils while the questions are being written on the board. 

Geography. During the time between 8:40 and 9 o'clock, and in 
the absence of children, put the questions on the board, and cover them 
up for use at the time of giving the test. Instruct children to answer the 
the questions as briefly as possible. A single word will often answer a 
question. Allow pupils not more than half an hour for the actual writing 
of the test. 

Spelling. For directions see test sheet. 

History. The same suggestions as to writing the questions on the 
board are offered as were made above, concerning Grammar. All questions, 
except Xo. 13, are to be answered briefly. Not more than 40 minutes for the 
actual writing of this test is allowed. 

The second and parallel series of tests was directed to be 
given as follows, although a variation from the times indicated 
was again necessary in some of the experimental schools: 

Arithmetic, June 15, 191c, 9:30 A. M. 

Grammar, " 16, 1915, 9:30 A. M. 

Geography, " 16, 1915, 9:30 A. M. 

Spelling, " 15, 1915, 1:00 P. M. 

History, " 16, 1915, 1:00 P. M. 

Supplementary directions, explanatory of the above instruc- 
tions for administering tests, were given in connection with the 
June series. The only change in procedure consisted in allowing 
less than ten minutes to be used for each arithmetic problem, 
provided all the pupils in a class had finished it in less than ten 
minutes. 

3. THE TEST QUESTIONS 

The questions in each subject were arranged in pairs, each 
member of the pair being substantially of the same difficulty as 
the other, on the basis of the returns obtained in the Preliminary 
Test. One member of each pair of questions was used in the 
March Test and the other in the June Test. The questions as 
submitted in the March and June Tests follow. The figure given 
after each question indicates the percentage of correct answers 
obtained for that question in the Preliminary Test. 

13 



ARITHMETIC 



March Test 



1. If a map 10 inches wide and 16 
inches long is made on a scale of 
50 miles to the inch, what is the 
area in square miles that the map 
represents? : 20 . 9 



2. Cream is sold in | pint bottles. 
If a milkman buys it at $1.20 a 
gallon and it costs 40 cents a gallon 
to bottle and deliver it, at what 
price per bottle must it be sold to 
gain 20 per cent? 44 . 1 

3. A fruit dealer bought 300 apples 
at the rate of 5 for a cent, and 300 
at 4 for a cent. He sold them all at 
the rate of 8 for 5 cents. What did 
he gain on the investment? ...51.2 



A family used 1^ bu. of potatoes 
a month. How much will be saved 
each month by buying them at 
$1.30 a bushel instead of at 8c a 
quart? (8 qts.=l pk.; 4 pks.=l 
bu.) 53.0 



5. James buys papers at 10 for 6 cents 
and sells them at 1 cent each. If 
his sales average 100 a day for 6 
days, what does he add to the 
familv income after keeping $0.10 
for himself? 48.8 

6. The 7 A class has 42 on roll and 
only 3 absent to-day; and the 7B 
class has 48 on roll with 4 absent. 
Which has the better percent of 
attendance and how much? . . . 34 . 9 



June Test 



A farmer has a herd of 12 dairy 
cows that average 22 pounds each 
of milk per day. The milk con- 
tains 3.8 per cent butter fat, and 
butter fat is worth 28 cents per 
pound. What is the daily income 
from the herd? 18.9 

I am making a handkerchief out of 
a piece of linen 10| inches square. 
If I make a J-inch hem all around 
it, how long and wide will it be 
when finished? 45. 3 



If Texas is 213.06 times as large as 
Rhode Island, and New York is 
39.44 times as large as Rhode 
Island, then Texas is how many 
times as large as New York? Ex- 
press to the nearest second decimal 
place . 50 . 8 

According to the report of the 
Bureau of Census, the numbers of 
persons engaged in the different 
groups of occupations in the United 
States in 1880 and 1910 were as 
follows : 

1880 



Agricultural 

pursuits : 
Trade and 

Transport'n: 
Manufacturing 

pursuits : 
Professional 

service : 
Domestic and 

personal 

service : 



7,713,875 

1,871,503 

3,784,726 

603,202 



1910 
12,567,925 

7,605,730 
10,807,521 

1,825,127 

5,361,033 



3,418,793 
Find the total increase in the num- 
ber of persons employed in the 
United States in 1910 over those 
employed in 1880 53.6 

A can of milk containing 40 quarts 
costs $1.60. What per cent is 
gained by selling the milk for 6c 
a quart? 48 . 3 



I bought a cask of molasses con- 
taining 84 gallons for $28. Nine 
gallons having leaked out, at what 
price per gallon must I sell the 
remainder to gain $4.25? 34. 8 



14 



Arithmetic — Continued 



March Test 



June Test 



7. Bought pencils at $1.20 per gross, 
and sold them at 1 cent each. 
Find the gain per cent 59 . 8 



7. A farmer's wife bought 2.75 yards 
of table linen at $0.87 a yard and 
16 yards of flannel at $0.55 a yard. 
She paid in butter at $0.27 a pound. 
How many pounds of butter was 
she obliged to give? 59 . 2 



A family pays $25 a month for a 
non-heated flat and uses 5 tons of 
coal at $7 per ton for heating pur- 
poses during the winter. If they 
moved to a steam-heated flat at 
$30 a month, would they increase 
their expenses for the year or not, 
and how much? 65 . 1 



8. A man and boy together spaded 
9/10 of a garden. If the man 
spaded twice as much as the boy, 
what part of the garden did each 
spade? 65.9 



9. The value of the men's factory 
products in the leading centres of 
the United States was as follows: 

1860 1900 

New York: $17,011,370 $103,220,201 
Baltimore: 3,124,342 17,290,825 
Boston: 4,567,749 8,601,431 

Chicago: 540,709 36,094,310 

Philadelphia: 9,962,800 18,802,637 

Find the increase or decrease in the 
value of the mens' factory products 
in 1900 as compared with that of 
1860 42.4 



A contractor completed 2/5 of a 
job in 12| days. How much 
longer should it take to finish the 
iob? 42.4 



10. Two boys made a gallon of lemon- 
ade, using 16 lemons at 30 cents a 
dozen and 2 pounds of sugar at 
6 cents a pound. They sold it at 
5 cents a glass, 6 glasses to a quart. 
How much was each boy's share 
of the gain? 69.4 



10. In a certain state the cost of build- 
ing a macadam road is shared by 
the town, county, and state. The 
state pays 1 /6, the county 1 /6, and 
the town the remainder. If the 
state pays $1,200, what does the 
town pay? 69. 1 



SPELLING 

The following were the words selected for the two tests of spelling. 
The figure after each word shows the percentage of children who, in the 
preliminary test, spelled the word correctly. In all cases these per cents 
are obtained from either seventh and eighth grade records combined, or 
from seventh grade records only. 



15 



7th and 8th Grade Records 



March Test 

occurrence 19. 7 

guarantee 25 . 

biscuits 54 . 

extraordinary 54. 3 

disappoint 54 . 9 

license 56.8 

recommended 59 . 5 

committee 61.4 

colonel 62.0 

lose 62.5 

innocent 62 . 6 

necessary 65 . 8 

whose 69.0 

leisure 69.5 

scissors. 71 . 1 

appreciate .71.5 

attorney 73 . 2 

mosquito 74 . 3 

slipped 74.8 

straight 75 . 1 

believe 75 . 3 

sometimes 76 . 6 

approval 76. 7 

medicine 76 . 9 

realize 77.7 

choose 78.3 

succeed 80.2 



June Test 

miscellaneous 19 . 

chauffeur 25 . 4 

tying 53.1 

grease 54.5 

cemetery 55. 4 

imagine 56.9 

peculiar 59 . 6 

disappear 61.4 

handful 61.9 

ascending 62 . 5 

opportunity 62 . 8 

secretary 64. 7 

artificial 69.0 

emperor 69 . 2 

ninety 70.9 

almanac 71 . 7 

elegant .73.3 

deceive 74.3 

character 74 . 8 

patience 74 . 5 

whistling 75 . 3 

business 76 . 5 

delicious 76 . 5 

sneeze 76.8 

forty 77.6 

receive 78 . 2 

ancient 80 . 2 



7th Grade Records 



March Test 

immediately 27.2 

sufficiently .27.9 

mischievous 33 . 4 

syllables 36 . 5 

parallel 38.4 

mucilage 40 . 6 

acquaintance 42 . 5 

development 43 . 9 

relieve 45 . 3 

immense 48 . 

disease 51.8 

columns 52 . 5 

magnificent 53 . 2 

familiar. 53 . 5 

February 59 . 9 

concealed 60.6 

stationary 63 . 2 

described 64 . 9 

banana 65 . 9 

advice 68.3 

handkerchief 70.9 

difficult 74.5 

commence 76 . 4 



June Test 

villian 27.5 

apologize 27. 8 

stationery 32. 7 

millinery 35 . 6 

seized 39. 1 

thoroughly 39.8 

physician 42. 1 

contagious 43 . 4 

consequences 45 . 2 

calendar 48 . 1 

separate 52 . 2 

sensible 52 . 5 

sense 52 . 4 

intelligent 54 . 8 

beginning 59 . 4 

experience 60. 4 

choir 63.6 

changeable . . . . , 65 . 2 

orchestra 65 . 9 

hymn 68.6 

already 71.0 

fatigue 74.0 

principal 76.6 



The above words were put into sentences, and the following directions 
were printed on each test sheet: 



16 



"Each sentence may be dictated either in whole or in part as many 
times as may be necessary to secure its complete understanding. Pupils 
are to write each sentence completely. 

Offer no explanation of words or sentences. If the meaning is not 
clear, repeat the sentence as a whole or in part. 

Do not ask the pupils to underline words or otherwise call their attention 
to the significant words of the sentence" 

These are the sentences: 

March Test 

1. The teacher obtained her license last February. 

2. Do not lose the handkerchief. 

3. The mischievous child concealed the scissors in her pocket. 

4. It will be necessary to choose a committee. 

5. We believe that disease may come from the bite of a mosquito. 

6. This paper is ruled with straight parallel lines. 

7. The boy was recommended because of his extraordinary ability. 

8. I slipped on the skin of a banana. 

9. One must be familiar with this book in order to appreciate its immense 

value. 

10. Do not disappoint me. 

11. He was colonel of the regiment. 

12. Sometimes I spend my leisure time in reading. 

13. He was innocent of the fault. 

14. The columns of the magnificent building were broken. 

15. This medicine will immediately relieve the pain. 

16. Mucilage is sufficiently sticky for the purpose. 

17. The wheel became stationary. 

18. The teacher showed the development of the word from its syllables. 

19. I realize that this acquaintance may not meet your approval. 

20. The attorney gave good legal advice. 

21. Let us commence the difficult task at once. 

22. I guarantee that he will succeed. 

23. The occurrence was described in the papers. 

24. Whose biscuits are these? 

June Test 

1. I bought a calendar and an almanac at a stationery store. 

2. He did a miscellaneous business. 

3. The emperor and his secretary visited the ancient cemetery. 

4. The physician is already tying his horse at our gate. 

5. A chauffeur must be intelligent. 

6. The orchestra and choir are beginning the hymn. 

7. She had a handfid of artificial flowers. 

8. The smell of burning grease made me sneeze. 

9. Do not deceive me. 

10. We fear the consequences of contagious diseases. 

11. After ascending the hill we rode ninety miles. 

12. The villian will receive justice. 

13. The elegant gem was of changeable color. 

14. The whistling boy sells delicious fruit. 

17 



15. I shall lose patience if he does not soon disappear. 

16. He was a thoroughly sensible fellow. 

17. The boy seized the first opportunity to apologize to the principal. 

18. He had the same experience in two separate towns. 

19. After exercise we have a sense of fatigue. 

20. She tried on forty hats at the millinery store. 

21. I cannot imagine a more peculiar character. 

GEOGRAPHY 



March Test 



1. In what country is Berlin? .... 96 . 

2. What is the capital of New York 
State?. 93.1 

3. What is the chief export of Bra- 
zil? 78.8 

4. In what state is Paterson? .... 74. 

5. Name a railway system connecting 
New York and Chicago 68 . 8 

6. Name a leading state of the United 
States in the production of cot- 
ton 61.6 

7. Name a city that is in North Lati- 
tude and also in West Longi- 
tude 51.6 

8. Through what city does the Prime 
Meridian pass? 50. 9 

9. What changes are caused by the 
rotation of the earth on its 
axis? 48.0 

10. In what state is Pike's Peak? . . 45 . 4 



11. Name an important export from 
Buenos Aires 40 . 3 

12. Name the three most important 
countries of South America. . .31.8 

13. From what is latitude reck- 
oned? 27.6 

14. What state is next north of Illin- 
ois? 27 . 2 

15. What is the latitude of New York 
City? 22.1 

16. In what city is Harvard Uni- 
versity? 16.1 

17. Name a city that is in North Lati- 
tude and also in East Longi- 
tude 14.5 

18. Name the six great powers of 
Europe 13. 1 

19. South of the equator in what di- 
rection do the Trade Winds 
blow? 8.2 

20. Through what waters would you 
pass in going from the Black Sea 
to the Atlantic Ocean? 5.6 



June Test 



1 . In what country is London? . . . 96 . 1 

2. What is the capital of the United 
States? 94.9 

3. Name the six continents 78.5 

4. In what state is Baltimore? . . . 73 . 4 

5. Name the five Great Lakes . . . 68. 5 

6. Name the two principal mountain 
systems of North America .... 62 . 3 

7. Name the zones into which the 
earth is divided 51.5 

8. What river forms a portion of 
the boundary between Europe and 
Asia? 50.7 

9. What circles bound the Torrid 
Zone? 48.3 

10. Name a leading state of the United 
States in the production of 
wheat 44.8 

11. For what industry is Pittsburg 
noted? 40.1 

12. What changes are caused by the 
revolution of the earth? 31 . 6 

13. Name an important city on the 
Danube River 28. 1 

14. What state is south of Utah? . . 27 . 

15. How many degrees of latitude are 
there between the North Pole and 
the South Pole? 22.4 

16. Name an important city on the 
Clyde River 15.6 

17. Name the cardinal points. . . . 14.2 



18. Name three public buildings in 
Washington, D. C .....13.9 

19. How many miles (about) are there 
in a degree of latitude? 8.3 

20. Name a city that is in South Lati- 
tude and also in East Longi- 
tude 5.3 



18 



HISTORY 



March Test 



1. In what war was the battle of 
Gettysburg fought? 83 . 7 

2. At about what time was the first 
message sent by telegraph? . . . 55 . 

3. Name three American generals in 
the Revolutionary War 46 . 6 

4. What were two important prob- 
lems facing the United States gov- 
ernment during Jackson's admin- 
istration? 38 . 1 

5. State one important general plan 
carried out by the navy of the 
North in the Civil War 26 . 5 

6. Mention two of the principal weak- 
nesses of the government under 
the Articles of Confederation. . 24. 2 

7. Under whose administration was 
the Civil Service Commission es- 
tablished? 16.3 

8. Of what political party was Alex- 
ander Hamilton a leader? . . . . 12. 8 

9. What problem gave rise to the Free 
Soil party? 11.2 

10. In general, what was the attitude 
of England towards the South dur- 
ing the Civil War? 59. 6 

11. What is the provision of the Con- 
stitution regarding the number of 
members in the Senate? 46 . 7 

12. To what political party in England 
did most of the settlers of Virginia 
belong? 6.5 

13. What conclusion should be drawn 
from the following statements: 

(a) The farms of New England 
paid poorly in 1800. 

(b) The New England streams 
furnished plenty of water power 
in 1800. 

(c) During the 50 years pre- 
ceding 1800, new machines were 
invented that made manufacturing 
much more rapid and profitable, 
and these could be operated by 
water power. 



June Test 



1. Give the name of the treaty made 
as a result of the Revolutionary 
War 84.9 

2. When was the cotton gin in- 
vented? 57.4 

3. What colony in America was 
founded by English Catho- 
lics? 46.6 

4. In what year did government 
under the Constitution of the 
United States begin? 39 . 

5. What is the main purpose of the 
Monroe Doctrine? 25.5 

0. To what section of the United 
States did the Ordinance of 1787 
apply? 25.4 

7. In the Civil War the North was 
fighting to establish a great con- 
stitutional principle. What was 
that principle? 15.4 

8. What condition in England led to 
the settlement of Georgia? .... 14. 5 

9. From what part of Europe did the 
great majority of immigrants come 
before the Civil War? 11.3 

10. To what religious body did most 
of the settlers of Pennsylvania 
belong? 62.3 

11. Give the substance of one amend- 
ment to the Constitution made as 
a result of the Civii War 47 . 8 

12. What critical problem arose during 
Buchanan's administration? . . 7.0 

13. What conclusion may be drawn 
from the following statements: 
(a) In 1880 the manufactured 
products of the South were valued 
at $500,000,000, or one-eleventh 
of the total for the whole United 
States. 

(b) In 1900 they had risen to 
$1,500,000,000, or one-ninth of the 
totals for the whole United States. 

(c) In 1905 they were valued at 
$2,200,000,000, or one-seventh of 
the total for the whole United 
States. 



19 



ENGLISH 

Grade 7A 



March Test 



1. Give the part of speech and the 
syntax of the underlined word in 
the following sentence: 

Certain birds nest in the vicinity 
of our houses 11.8 

2. Give an example, in a sentence, of 
a predicate nominative, and under- 
line it 32.8 

3. Draw one line under the complete 
subject and two lines under the 
complete predicate in the following 
sentence : 

Down through the green leaves 
the sun was pouring his splen- 
dor 27.8 

4. Analyze: Now swiftly glides the 
bonny boat 47 . 7 



5. Write a sentence containing a 
relative pronoun in the objective 
case, and underline the word . . 6.3 

6. In the following sentence, give the 
case of the underlined word and 
state how it is used in the sen- 
tence : 

I gave him a letter for my friend, 
the attorney 16 . 5 

7. Give an example, in a sentence, 
of the positive degree of the adverb 
better, and underline it 4 

8. Draw a line under all the nouns in 
the following passage: 

In winter I get up at night 
And dress by yellow candlelight. 
In summer, quite the other way, 
I have to go to bed by day. ..10.2 

9. Pick out the phrase in the following 
sentence and tell what it modifies: 

"The windows were white with 
frost." 40.1 

10. Underline all the pronouns in the 
following : 

I tell you he is a selfish fellow, 
one whose only thought is of him- 
self. Those who have anything 
to do with him are likely to regret 
it 9.6 



June Test 



1. Copy each underlined noun and 
write after it its number, gender 
and case. 

Lafayette, the friend of Wash- 
ington, was a French noble- 
man 12.2 

2. Use, in a sentence, a personal 
pronoun in the first person, plural 
number, objective case, and under- 
line it 33.4 

3. How may an adjective clause be 
distinguished from an adverb- 
ial? 27.8 



4. Underline the subject word once 
and the verb twice in the following 
sentence : 

The cold November rain is fall- 
ing 47.0 

o. Write a sentence containing the 
comparative of ill, and underline 
the word 7.2 

6. Analyze: 

Ammonia is found in the sap of 
trees, and in the juices of all 
vegetables 16 . 3 

7. Write the feminine of lord, earl, 
tiger 2.0 

8. Make the necessary correction in 
the following sentence: 

I am sure it could not have been 
them 11.1 



9. Give an example, in a sentence, 
of an adverb of time, and under- 
line it 40.0 

10. Write a sentence containing a 
noun phrase, and underline the 
phrase 9.0 



20 



English — Grade 7 A — Continued 



March Test 



11. Copy the following passage, in- 
cluding the name of the author 
and the title of the book from 
which the passage is taken: 

"Give us arms/' the young man 
haughtily replied, "and place us 
in yonder woods. Our deeds shall 
speak for us!" 

"This is the warrior whose name 
has filled our ears!" returned the 
chief, regarding Heyward with 
that sort of curious interest which 
seems inseparable from man, when 
first beholding one of his fellows 
to whom merit or accident, virtue 
or crime has given notoriety. 

"What has brought the white 
man into the camp of the Dela- 
wares?" 

"My necessities. I come for 
food, shelter, and friends." Coop- 
er's "The Last of the Mohicans." 

12. Write the following passage from 
dictation. The teacher will read 
aloud each sentence in the passage 
twice. The first reading will be 
for the purpose of giving the com- 
plete sense. During the second 
reading, in which the teacher will 
pause at each space indicated, the 
children will write. 

If Dr. Jones / and his sister, Mrs. 
Brown, / had been at home to- 
day, / they would have seen / a 
strange sight. / To be sure, / it 
was only Fred, / the doctor's small 
son, / coming home from school. / 
His clothes, however, / were so 
torn, / and he was so covered with 
dirt, / that half the boys of the vil- 
lage / were following him. / "The 
rascal," said his mother, / "has 
been fighting on his way home." 



June Test 



11. Copy the following passage, in- 
cluding the name of the author 
and the title of the book from 
which the passage is taken: 

"A Hubert!— a Hubert!" shouted 
the populace, more interested in 
a known person than in a stranger. 
"In the clout! — in the clout! — a 
Hubert forever!" 

"Thou canst not mend that shot, 
Locksley," said the Prince, with 
an insulting smile. 

"I will notch his shaft for him, 
however," replied Locksley. 

And letting fly his arrow with a 
little more precaution than before, 
it lighted right upon that of his 
competitor, which it spilt to 
shivers. — Scott's "Ivanhoe." 



12. Write the following passage from 
dictation. The teacher will read 
aloud each sentence in the passage 
twice. The first reading will be 
for the purpose of giving the com- 
plete sense. During the second 
reading, in which the teacher will 
pause at each space indicated, the 
children will write. 

Last evening, about seven 
o'clock, / the citizens of Day, / a 
small country town, / were startled 
by an alarm of fire. / "I think," 
said Col. Smith, / "that Dr. Sand's 
house is burning." / The firemen, 
who, of course, / responded at 
once, / were already there. / The 
wind, however, / was so strong, / 
that their efforts to save the build- 
ing / were vain. / "Thank God," 
cried Mrs. Sands, / with much 
emotion, / "we are spared to each 
other." 



ENGLISH 
Grades 7B, 8A and 8B 



March Test 



1. Analyze the following sentence: 
Columbus did not know that 
he had discovered a new conti- 
nent 12.0 



June Test 



1. Copy each underlined noun and 
write after it its number, gender, 
and case. 

Break, break, break! 
On thy cold gray stones, Oh, 
sea 13.0 



21 



English — Grades 7B, 8A and 8B — Continued 



March Test 



Make a list of the verbs in the 
following sentences and after each 
verb write its mode, voice and 
tense : 

2. Cassius, be not deceived . . . 15. 3 



Death will certainly knock at 
every door 47 . 

The territory claimed by the Eng- 
lish had been called New Nether- 
lands 28.4 

Write the principal parts of 

sweep, drive, write 46 . 1 

In each of the following senten- 
ces select the subordinate clauses 
and tell the syntax (use in the 
sentence) of each: 
Books were written that they 
might give pleasure 30 . 1 



10. 



11. 



12. 



I was reminded of those days 
when I had known neither care 
nor sorrow 19 7 



The children played that they 
were keeping house 35 . 5 



Write a sentence containing a rela- 
tive pronoun in the objective case, 

and underline the word 6.3 

In the following sentence give the 
case of the underlined word and 
state how it is used in the sen- 
tence : 

I gave him a letter for my friend, 

the attorney 5.2 

Give an example, in a sentence, of 
the positive degree of the adverb 

better, and underline it 0.4 

Draw a line under all the nouns in 
the following passage: 

In winter I get up at night 
And dress by yellow candlelight. 
In summer, quite the other way, 
I have to go to bed by day. ..10.2 



June Test 



2. Pick out the verb in the following 
sentence and after it write its 
mode, voice, and tense: 

A shower has been brought on 
by the mild summer breeze ... 15. 

3. Give an example in a sentence of 
a participle used as a noun and 
underline it 48 . 6 

4. Give an example in a sentence of 
an infinitive in the passive 
voice 28 . 9 

5. Write a sentence illustrating the 
use of few as an adjective pronoun 
(indefinite pronoun) 47 . 3 



6. Give an example in a sentence of 
that used as a conjunction, and 
underline it 30.8 

7. Combine the following statements 
into a complex sentence containing 
but one subordinate clause: 

In May a sparrow built its nest. 
The sparrow had evidently met 
with disaster earlier in the season. 
It built its nest in a mass of wood- 
bine. The mass was thick. The 
woodbine was near my win- 
dow 20.7 

8. Write the first person, singular, of 
the following: Passive voice, in- 
dicative mode, present tense of the 
verb "lead". .' ...34.5 

9. Write a sentence containing the 
comparative of ill, and underline 
the word 7.2 

10. Change the following complex sen- 
tence into a simple sentence with- 
out altering its meaning: 

We saw that it was wise to 
give in 5.5 

11. Write the feminine of lord, earl, 
tiger 2.0 

12. Make the necessary correction in 
the following sentence: 

I am sure it could not have been 
them 11.1 



22 



English — Grades 7B, 8 A and 8B — Continued 



March Test 



13. Pick out the phrase in the following 
sentence and tell what it modifies: 

"The windows were white with 
frost." .40.1 

14. Underline all the pronouns in the 
following : 

I tell you he is a selfish fellow, 
one whose only thought is of him- 
self. Those who have anything to 
do with him are likely to regret 
it 9.6 

15. Copy the following passage, in- 
cluding the name of the author 
and the title of the book from 
which the passage is taken: 

"Give us arms," the young man 
haughtily replied, "and place us 
in yonder woods. Our deeds shall 
speak for us!" 

"This is the warrior whose name 
has filled our ears!" returned the 
chief, regarding Heyward with 
that sort of curious interest which 
seems inseparable from man, when 
first beholding one of his fellows 
to whom merit or accident, virtue 
or crime, has given notoriety. 

"What has brought the white 
man into the camp of the Dele- 
wares?" 

"My necessities. I come for 
food, shelter, and friends." 

Cooper's "The Last of the Mo- 
hicans." 

16. Write the following passage from 
dictation. The teacher will read 
aloud each sentence in the passage 
twice. The first reading will be 
for the purpose of giving the com- 
plete sense. During the second 
reading, in which the teacher will 
pause at each space indicated, the 
children will write. 

If Dr. Jones / and his sister, 
Mrs. Brown, / had been at home 
to-daj'", / they would have seen / a 
strange sight. / To be sure, / it 
was only Fred, / the doctor's small 
son, / coming home from school. / 
His clothes, however, / were so 
torn, / and he was so covered with 
dirt, / that half the boys of the vil- 
lage / were following him. / "The 
rascal," said his mother, / "has 
been fighting on his way home." 



June Test 



13. Give an example in a sentence of 
an adverb of time, and underline 
it 40.0 

14. Write a sentence containing a 
noun phrase, and underline the 
phrase 9.0 



15. Copy the following passage, in- 
cluding the name of the author 
and the title of the book from 
which the passage is taken. 

"A Hubert!— a Hubert!" shouted 
the populace, more interested in 
a known person than in a stranger. 
"In the clout! — in the clout! — a 
Hubert forever!" 

"Thou canst not mend that shot, 
Locksley," said the Prince, with 
an insulting smile. 

"I will notch his shaft for him, 
however," replied Locksley. 

And letting fly his arrow with 
a little more precaution than be- 
fore, it lighted right upon that 
of his competitor, which it split 
to shivers. Scott's "Ivanhoe." 



16. Write the following passage from 
dictation. The teacher will read 
aloud each sentence in the passage 
twice. The first reading will be 
for the purpose of giving the com- 
plete sense. During the second 
reading, in which the teacher will 
pause at each space indicated, the 
children will write. 

Last evening, about seven 
o'clock, / the citizens of Day, / a 
small country town, / were startled 
by an alarm of fire. / "I think," 
said Col. Smith, / "that Dr. Sand's 
house / is burning." / The fire- 
men, who, of course, / responded 
at once, / were already there. / 
The wind, however, / was so 
strong, / that their efforts to save 
the building / were vain. / "Thank 
God," cried Mrs. Sand, / with 
much emotion, / "we are spared 
to each other." 



23 



To adapt the questions in English Grammar to the course 
of study, a different paper was given to the pupils of the 7A grade 
from the one which was given to the pupils of grades 7B to 8B. 
There were, however, five grammar questions common to the 
two papers, both in March and June, and the passages to be 
copied and to be written from dictation were also the same for 
all grades. 

4. RATING AND SCORING AT THE SCHOOLS 

Since no small effort had been made to secure questions in 
Geography, History, and Grammar whose answers could be 
easily rated as either correct or not correct, and since the rating 
of Arithmetic and Spelling does not ordinarily present much 
difficulty, the teachers of the classes concerned were requested 
to rate the papers, and, for their guidance in doing so, the following 
instructions were issued.* 

INSTRUCTIONS FOR RATING AND SCORING TESTS 

General: Do not put any mark of any kind on the pupils' answer 
papers. Use the printed score sheets for reporting of all tests. Use two 
sheets for spelling. Fill out the general headings at the top. List the 
questions by number in the left-hand column. For the spelling test, write 
the words in the same column. The printed figures across the top of the 
column refer to the pupils' numbers.. Except for question 13 in history, 
and questions 11 and 12 in English, the method of scoring is as follows: All 
answers are to be regarded as either right or wrong, none being rated as 
partly correct. All substitutions, omissions, and illegibilities are to be 
counted as "not correct." After entering the age of pupil No. 1, enter a 
score mark (/) opposite each question (or word) not correctly written by 
him. Opposite questions correctly answered, enter nothing at all. Enter 
the total of the scores at the foot of the column and opposite the caption 
"Total not Correct." Subtract this from the number of questions (or words) 
in the test and enter the difference as the "Total Correct." Proceed in the 
same way for pupils No. 2, 3, etc. All entries for boys are to be in Black; 
those for girls in Red. Count the scores across the page and enter the results. 
The total of these results and the total of pupils' scores will balance in the 
lower right-hand corner. The total number of correct answers for the class 
divided by the product of the number of questions and the number of pupils 
will give the "Class Average." 

Arithmetic: No problem is to be regarded as correctly solved unless 
the pupil has obtained the correct answer. If a method is indicated and is 
obviously not such as to yield this answer the problem is to be scored as 
"Not Correct." 

English: Questions 11 and 12 are to be scored separately and at the 
bottom of the score sheet (i. e., under the last double ruling). Each question 

* In the instructions, suggestions were made by which a per cent rating could be 
obtained by those principals or teachers who desired it. These suggestions are here omitted. 

24 



is to be allowed 10 credits and pupils are to be rated on that basis and 
according to the examiner's judgment. Answers may be rated as partly 
correct. 

History: Score the 13th question separately and at the bottom of the 
history score sheet, allowing 16 credits. Answers to this question are to be 
rated according to the examiner's judgment and may be rated as partly 
correct. 

In order that the rating of the papers in Geography, History, 
and Grammar might vary as little as possible, the following notes 
were also transmitted to principals. The numbers refer to the 
numbers of the questions on the tests given above. Notes were 
given only concerning questions that in the Preliminary Test 
had presented difficulties in rating.* 

Notes for the Guidance of Teachers in Rating Tests Given 
on March 23d and 24th 

GEOGRAPHY 

1. Accept "Germany," "German Empire," or "Prussia." 

3. Accept "coffee." If two articles, both actual exports of Brazil, are named 

and one of them is "coffee," accept the answer. 

5. Accept: Pennsylvania Railroad, New York Central Railroad , Delaware, 

Lackawanna & Western Railroad, Lehigh Valley Railroad, Balti- 
more & Ohio Railroad, Erie Railroad, or Central Railroad of New 
Jersey. 

6. Any of the six leading states will be accepted, namely, Texas, Georgia, 

Alabama, Mississippi, South Carolina, Oklahoma. Accept no 
other state. 

8. Accept "London" or "Greenwich." 

9. Accept "day and night" or "light and darkness." 

11. Accept "hides," "leather," "cattle," "meat," or "wool." 

15. Accept anything between 40 degrees and 43 degrees inclusive. 

16. Accept "Cambridge" only. 

18. Accept only the six greatest powers. Accept no less than six. 

19. Accept "northwest" only. 

20. Correct answer: "Bosphorus," "Sea of Marmora," "Dardanelles," 

"Aegan Sea," "Mediterranean Sea," "Strait of Gibraltar." Any 
five of these will be accepted provided the "Mediterranean Sea" 
is not omitted. Accept no less than five. 

HISTORY 

1. Accept any year between 1840 and 1849, both inclusive. 

4. Acceptable answers will differ. Nullification (Secession of South 

Carolina), Charter of the U. S. Bank, Anti-Slavery agitation or 
equivalent expressions for the same problem will be the best answers. 



*No instructions were given for rating the Grammar papers in June, because the 
rating of these papers was done in this office. 

25 



5. Accept "blockading ports"; "opening of Mississippi River." 

6. Every school history on the list gives a summary of these defects. 

7. Accept either "Garfield" or "Arthur," or both. 

8. Accept "Federalist" only. 

9. Accept "slavery" only. 

10. Accept any answer which indicates that the attitude was favorable 

or sympathetic. 

11. Accept "two from each state" only. 

12. Accept "cavaliers" only. 

GRAMMAR (7A) 

4. Analysis may be by diagram or otherwise. Acceptable answers must 
contain all of the following: (a) subject, (b) predicate, (c) subject 
word, (d) predicate verb, (e) the use of the four modifiers. 

GRAMMAR (7B, 8A and 8B) 

1. Complete answers should show (a) the kind of sentence, (b) the clauses, 
(c) their use, (d) and (e) the subject and predicate of each, (f) and 
(g) the predicate verb of each, (h) the object of the verb, and (i) 
the use of the modifiers. These facts may be shown by a diagram 
or otherwise. In either case (b), (c), (d), (e) and (h) must be 
shown. 
3. For "voice" accept either "no voice" or "active voice." 
6 and 7. The word modified by the clause must be indicated. . 

8. The fact that the clause is used as an object must be indicated. 

9. In this and in other questions where the underlining of a word is called 

for, the underlining is not regarded as essential unless the illustration 
is ambiguous without it. 

10. Accept, for the use of the word "Object of 'to' understood" or words 

to that effect, or "indirect object." 

11. The sentence given must contain the word "well" used as an adverb. 

12. All nouns must be indicated. If words other than nouns are selected, 

the answer is not acceptable. The nouns are: winter, night, candle- 
light, summer, way, bed, day. 

13. The phrase modifies "white." 

14. All pronouns must be indicated. If words other than pronouns are 

selected, the answer is not acceptable. The pronouns are: I, you, 
he, one, whose, himself, those, who, him, it. 

Notes for the Guidance of Teachers in Rating Tests Given 

June 15, 1915 

GEOGRAPHY 

1. Accept "England," "Great Britain," or "British Isles." 

2. Accept "Washington" with or without "D. C." Answers to this question 

have sometimes been "Washington, Ohio," or "Washington, Md."; 
such answers are not acceptable. 

3. Do not accept "Oceania" as the name of a continent. 

26 



6. Accept "Rocky Mountains" and "Appalachian Mountains"; instead 

of "Rocky Mountains," "the Cordilleras" or "Cordilleran High- 
lands" may be accepted. "Appalachian Highlands" may be accepted 
instead of "Appalachian Mountains." 

7. Do not accept the names of the Circles as a correct answer. 

8. Accept "Ural River." There is some doubt about the southeastern 

boundary between Europe and Asia. Recent maps no longer give 
the Caucasus Mountains as the boundary; some give the Manych, 
others, the Aras River. Either may be accepted. 

9. Do not accept "the bounding zone" as a correct answer. The circles 

must be named. 

10. Accept any one of the following: Kan., Minn., Neb., N. D., S. D., Ind. 

11. Accept "the manufacture of iron," or "of steel," or "of glass." "Mining" 

is not acceptable. 

12. Accept "the seasons" or "changes of season" or the names of the seasons. 

"Summer and winter," as an answer, is to be scored as wrong, 
because incomplete. Pupils sometimes answer "day and night 
and the four seasons," or words to that effect. Such answers are 
not acceptable. 

17. Accept "north, east, south, and west," the order being immaterial. 

18. A correct answer must name three separate buildings. 

19. The most usual correct answer is "69 miles." Any which is more 

nearly accurate may be accepted. Accept "69 plus." 

20. Although the intention is that a pupil should name one city which is 

both in south latitude and east longitude, nevertheless, if a pupil 
names two cities, one of which is south latitude and the other is east 
longitude, the answer may be accepted. 

HISTORY 

1. Accept "treaty of Paris." 

2. 1793. Accept 1790 to 1799, both inclusive. 

3. Accept "Maryland" or "St. Mary's." 

4. Accept "1789" only. 

5. Any answer which contains the idea that the government of the United 

States would regard as an unfriendly act any attempt on the part 
of the European government to acquire additional territory in 
America, may be accepted. The thought may be accepted in 
cruder form, such as that Europe should not meddle with the affairs 
of the American countries; "America for Americans"; the idea of 
protection for the small American republics is acceptable. 

6. The best answer is "the northwest territory." The following answers 

to this question have been accepted: "North Central part of the 
United States," "Indiana and some states around it," "the land 
around the Great Lakes." The answer "the N. W. part of United 
States" has been regarded as wrong. 

7. The thought is "Union." The following answers have been accepted 

as embodying that thought: (1) Unification, (2) Union could not 
be split up, (3) Not to permit the South to make its own nation, 
(4) South should not secede, (5) United States should be indivisible. 
(6) To make the National Government higher than the State. 

27 



8. The thought is that the large number of people imprisoned in England, 

particularly for debt, led to a philanthropic movement to deport 
these unfortunate people. Accept any answer which embodies 
this idea approximately. A common answer accepted is, "The 
jails were crowded," or words to that effect. 

9. The best answer is "Northwestern." Do not accept "Northern" or 

"Western" alone. Accept a correct enumeration of countries to 
the number of at least three. 

10. Accept "Quakers" only. 

11. Do not accept the mere number of an amendment. The following 

answers have been accepted: (1) Slaves should be able to vote, 
(2) No slaves shall be in the United States unless paid, (3) No 
slavery shall exist in the United States, (4) People of the United 
States are equal, (5) Fifteenth amendment made the negro free. 

12. The best answer is "Secession," and any answer which embodies that 

thought should be accepted. The problems relating to the ad- 
mission of Kansas as a state may be accepted. 

Reference has been made, from time to time, to the score 
sheet. In Fig. 1 a facsimile of this score sheet is given. It will 
be seen that a great deal of material is compressed into small 
space. By no means all of it is used in this report. A score 
sheet was used for each class. Observe that the horizontal totals 
of score marks will give the number of incorrect and correct 
answers for each question, while the vertical totals will give the 
number of incorrect and correct answers for each pupil. Only 
the pupil figures are used in reporting the Ileal Test; only the 
question figures were used in tabulating the Preliminary Test. 

5. RE-RATING THE PAPERS 

The procedure in this office, with respect to the March Test, 
was as follows: A random selection was made from each set 
of answer papers, amounting to at least one-fifth of them. These 
papers were read and the ratings compared with the ratings of the 
teachers, as shown on the score sheets. A record was taken of 
the number of instances in which the teachers' ratings were 
reversed. There were 1,365 sets of papers in the March Test, 
all of which were handled in this way. If the number of reversals 
for any given set of papers exceeded 3 per cent, of the number 
of questions re-rated in this office, an additional one-fifth of the 
papers was selected at random and reviewed. If it still appeared 
that more than 3 per cent, of reversals existed, the papers were 
returned to the school for a second rating on the part of the 
teacher. 

28 



</3 

c 
o 

— < 



o 
Z 

4-4 

(2 












3 



a. 



<55 






=1 












k 










































' 














«> 
























































^ 


























































k. 
























































(5 
























































.* 
























































0{r 


























































€£■ 


























































i£ 


























































Ic 
























































")£ 
























































f£ 


























































+£ 


























































££.' 


























































Z£ 


























































CC 


























































Of 


























































I? 


























































8Z 


























































I? 


























































1 


























































52? 


1 






















































#? 


























































eer 


























































zz 


























































t-'i 


























































oz 


























































6f- 


























































w 


























































u 


























































?/ 


























































b 
























































u 
























































zt 
























































w 
























































/-A 
























































0/ 
























































e 
























































& 
























































r 
























































? 


I 






















































k 


























































hr -1 


















































































































* 
































































































































































! 


i 
$ 

V 

* 

t 


i °< 

3 £ 




y»9j 


o^A/\ 














































1 






1 

i 








29 



In June the same procedure was followed, except that the 
rating of all the Grammar papers was done in this' office, and, 
with the further exception that the reversals of teachers' ratings 
were so few in number that no papers were returned to the schools 
for re-rating. 



6. LIMITATIONS AND OBJECTIONS 

It may well be imagined that no test of the magnitude of this 
one could be given, especially when the question at issue was 
a controversial one, without causing some misunderstanding. 
In general, the principals and teachers co-operated willingly, 
and rendered loyal service in a task which was by no 
means easy. Those who were mistaken enough to see in it some- 
thing of a sinister or personal nature will doubtless find that nothing 
in this report will justify their misgivings. 

Some limitations, however, are frankly admitted as inherent 
in these tests. Special assistants to give the tests and do all the 
rating of them would have introduced a very desirable element 
of method. The character of the questions, calling, as they do, 
for mere information, restricts the field to which they directly 
apply. The period from March to June is not long enough for 
an ideal test of progress. The March tests were offered at a time 
which, for some of the schools, was not opportune. This was 
particularly true of one of the Gary schools which was just being 
reorganized at the time the tests were required to be given. 
Finally, the method of scoring, with its rigid insistence upon 
rating an answer as either right or wrong, was new to many 
teachers, and to a number of them it seemed unfair. 

To some of these limitations an explanation may reasonably 
be offered. The advisability of having outside persons give the 
tests and do all the handling of the papers is evident. It is 
merely a question of clerical hire, which, expressed in other terms, 
is money. It is a sufficient answer to any objection which may 
be made of this kind that nothing approaching the requisite 
amount of clerical labor could be obtained for carrying out the 
tests on the basis of outside people administering them and doing 
all the rating. 

As to the narrow scope of the tests, caused by the character 
of the questions, it is urged that it is not necessary, in setting up 
a valid measurement, to test every part of a subject. It seems 

30 



likely that the returns from the tests as given in this investigation 
are a fair index of the proficiency of the children in the subjects, 
fragments of which are tested directly by the questions. The 
validity of indirect measurement need no more be questioned in 
the case of mental processes than it is in the realm of physics. 
We do not require that the temperature of the air be directly 
measured; we measure it upon a linear scale. What we directly 
measure is the length of a column of mercury. We interpret 
our conclusions in terms of heat. So it is in mental measurement. 
If two traits are known to vary together, we may obtain a satis- 
factory indirect measure of one by measuring the other member 
of the pair. An analogue to this is the measurement of fatigue 
by noting the amount of separation between the points of the 
aesthesiometer necessary to elicit a judgment of "two." * 

No doubt, a greater amount of growth in ability would have 
been revealed if the period between the tests had been longer 
than from March 23d and 24th to June 15th and 16th, but it 
must be borne in mind that more than 10,000 children took the 
tests, and that, for so large a number, any existing improve- 
ment might be expected to be registered, even though the period 
were much shorter than it was. The only points of superiority to 
be expected in the case of a longer period would be that figures 
indicating improvement would be larger, and that among small 
groups of children there would be no likelihood of an apparent 
falling off in ability. With as large a group as 10,000, neither 
of these advantages would lead to results different in kind, 
though the results would, no doubt, be more striking. 

If exception is taken on the ground that any school or type 
of schools is discriminated against because of the fact that the 
March Tests were given at an inconvenient time, it seems as if 
such exception were peculiarly inappropriate, for, to the extent 
that a school were at a disadvantage in March, to that extent 
it would be afforded an unusual opportunity for improvement, 
as shown by the June results. 

No feature of the test has aroused more comment among 
teachers and principals than the requirements that questions 
be rated either as right or wrong, without being allowed, in any 
case, to be partly right. For example, in Question 3 of the History 
Test for March, the pupils were required to name three American 
generals in the Revolutionary War. A great many teachers felt 

*The fact that recent investigations tend to show that degrees of fatigue are not 
necessarily accompanied by corresponding tactile insensitiveness, in no way destroys the 
applicability of the illustration just cited. 

31 



that it was "unjust to the child" not to give him credit for naming 
two such generals. This question was answered correctly in 
the Preliminary Test by 46.6 per cent, of the children who 
attempted to answer it. It was paired with the question: "What 
colony in America was founded by English Catholics?" which 
was likewise answered correctly by 46.6 per cent, of the pupils. 

Now, these questions were used to indicate the presence or 
absence of improvement in the pupils who answered them. To 
have allowed children to be scored as satisfactory for naming 
two American generals when three were required, would have 
made the question a great deal easier than is indicated by 46.6 
per cent. Consequently, many pupils who might have been 
given credit for correctly naming two Revolutionary generals 
would probably not have been able to answer what would then 
be the more difficult question about the colony founded by English 
Catholics. Accordingly, instead of being "unjust to the child" 
to require him to name three generals, it would, in fact, be unjust 
to allow him to be regarded as correct in naming two generals. 
This is only one example among many which might be given on 
this topic. 

The point is that, after all, it is the purpose of this particular 
investigation which must be kept in mind. It is a comparison 
between certain types of schools. It is true that a partially 
correct answer, when rated as wrong, gives no credit at all to an 
individual. The problem in hand, however, has to do, not with 
the individual as an individual, but, rather, with numbers of 
individuals forming schools and groups of schools. When large 
numbers are taken into consideration, no one will suppose that 
the method used in this investigation will fail to register any 
material improvement between initial and final tests. 

A further statement may be made concerning the reliability 
of the returns, in spite of the limitations that have been set forth 
above. Almost always the same teacher gave both the March and 
June tests in any given subject. Principals were also requested to 
have the same teacher rate the papers in both cases. The absolute 
standing, either in March or June, is not the particular subject 
of this investigation. It is, rather, the amount of progress which 
took place between March and June. Since, in general, the same 
teachers administered and rated the tests for the two months, 
any bias towards leniency or severity would be likely to be present 
equally on both occasions, and would, therefore, not materially 
effect the measure of difference. 

32 



Finally, although recognizing fully the superiority of tests 
when administered and rated wholly by outside persons, the 
method by which these tests were handled seems to justify an 
estimate that not more than 4 per cent, of the ratings required 
reversal. It may further be said that at least 1 per cent, of these 
ratings were such that a question which was really correct was 
marked wrong, leaving at most only 3 per cent, of reversals of the 
opposite nature. Accordingly, it would appear that the bias 
towards a higher rating, due to having the work done by teachers, 
amounted to less than 2 per cent, of all the ratings that were 
made. This is further reduced by the fact that about one-third 
of all the questions were rated in this office. 



7. THE SCOPE OF THE INVESTIGATION 

It will be of interest to those who are concerned with the 
subject of statistical inquiry to note the extent to which this 
investigation has proceeded. Its scope and the amount of mate- 
rial involved in it are indicated approximately in Table II, which 
shows the number of schools investigated, the number of classes 
from which returns were received, and the number of participants 
in each grade. This table refers only to the subject of Arithmetic, 
which is here taken as a type of all the subjects. It is to be 
understood that, while the schools and the number of classes 
would remain the same for all subjects, the number of participants 
would slightly vary, owing to absences at the times the tests 
were given. 

Table II shows that there were sixteen schools represented 
in this investigation, of which two were of the Gary type and six 
of the Prevocational type. It shows that 80 classes of the 7A 
grade, 74 classes of the 7B grade, 63 classes of the 8A grade, and 
56 classes of the 8B grade took the tests, or a total of 273 classes. 

Table II shows that children were examined in Arithmetic 
as follows (practically the same being true for each subject) : 

In March In June 

In Giade 7A 3,007 In Grade 7A 2,915 

In Grade 7B 2,723 In Grade 7B 2,692 

In Grade 8A 2,300 In Grade 8A 2,269 

In Grade 8B 2,064 In Grade 8B 2,066 



Total participants . . 10,094 Total participants . . . 9,942 

33 







0) >> 






S^3 






^'5 




» 


o ■" 




O 


u ° 




H 


o3 a; 




<1 




(') 


o> o 




HH 


Ph « 




H 


ii ^ 




r/) 


II ^ 




H 


. 3 




> 


Ph bc 




» 


*H 




i— i 


3& 




W 


o^> 


1— 1 




a a- 1 


£3 


Ph 


5 2 


hJ 


o 


H a 


3 




■iH CO 


< 


H 


03 O 


H 


Cm 
O 


O O 




( ) 


COCO 




co. 


P-i * 




W 


Pl.rt 




w 


""' „ 




H 


co co 

co g 
0) O 






03^ 

Or£ 




h- 1 






£ 


*'?! 




o 


.2 c 




c/j 


03O 



o 



CO 



a 











<u 


i-H's 


h lq i— i o co <* o oo a 


3 1-HTjHOQOi-H O GO CM C3 CM O i-H 00 C3 C 


3 CM 








a 


O^ 


H CO hiOtJhO© C 


2 iQHtONH CM t^ lO CM CO CM CM CO i-H CX 


3 ■"* 








3 


I>C 


J i-l ■<# CN CM CO CO i-H Cf 


3 CO_^J< COCMCM O COi-HOOCOOOCOrHCM -t 


1 °l 






*~3 


1-5 




r-5* 




H CM* 


CO* 


c 


3* 03* 






-^ 


























o 

Eh 


-fl 






1 




















o 


Cii- 


h o co co i> i-H cq to if 


3 OTtiOOcOt^ 00 -*-*i— iTtHOlCOCM-^ i- 


i ^ 








oS 


00 C£ 


3 iO CN OOiO CN OI> C£ 


3 05NCOC CM 00 O iO ■* O CM tO CO tf 


= 2 








t>c 


5 i-H ^ CN CNCOCOi-i 1> 


co co cocmcm o coi-ioocoocoTtHCN ir 


3 O 










th" 




" CM* 


co* 


c 


3* O 
































CO 
1-3 


■* If 


3 OJ • CO as to to to c 


3 OCOOlOO ■<# CO i-i i-l 03 00 OC -* 03 V 


3 O 








oc: 


5 CM ■ CO lO "3 OOCO C 


3 or^t^coTfH oo oocooooot>oco a 


3 O 








1-1 


CM 


. C 


3 W 


O T-H i-H ^H 


^ 


- O 






oc 


1 


















CM* 






























-d 


























o 


t^.«: 


3 00 ■ Tt< CM Tt< iO CO i- 


h oooot^ioo oo co^ocoictoNOi o 


1 T(H 








03 


otc 


3 CO • to toioooco c 


3 i0 33NCO\f l> OOCOOOOOt^OCO IT 


3 O 










<N 


C 


3 iC 


l> 


^ 


O 


10 






















CM* 




















































p* 






CD 
fl 


h-5 


00 0! 


3 CC 


3 to 03 c» co -*io t: 


3 CNNtOHCq 00 iO Tt< CO O I> CO CO 00 1 a 


3 03 


s 






lOO 


3 ir 


3 O00iOI>l>iO o 


1 OOXOiJ^ "* 1> lO 00 00 Oi 03 C3 »o 1 C 


3 O 


H 






"- 1 


c> 


1 


K 


H lO 


t^ 1-1 1-1 


i a 


3 <N 


K 
























CM* 


Ph 




oc 
















1 










X 




















h 






O 


rH If 


3 « 


3 th co -^ oo r^ as a 


3 i-(CM OCM ^ 


H 03 CO CS CO H N CD N Tf C 


3 O 


O 






o3 


OC 


3 cr 


; t^ ex to to to io o 


i ocbn^t: 


■1 -^H 1^10 00 03 03 03 03 t£ 


3 O 










H O 


i 


T 


H lO 


1> 


ex 


J 03 


H 

ffl 












i 










CM* 




















1 






5; 






0> 
1-3 


i-l o 


1 c* 


3 id ■* C3 03 iH CM 1 C 


3 lONOCNC 


3 1^ ■* 03 i— I 00 00 O i-H lO o 


J CM 


£ 






COb 


- c 


3 t^t> tooot^co ! i- 


n cm i-h oo oo a 


J 00 OCMCM0031>COO C 


03 






CM 


c 


3 


1 ^ 


H t^rH 


CO i-H CM i-H i-H 


ex 


5 O 
























CM* 






pq 












1 








































43 


























u 


1 ( T- 


H <> 


1 iO T4H ^H 03 CO C> 


1 ^ 


h io co O3co o 


3 03 CM CM CM I> tH o 00 i> a 


j co 








03 


cot> 


■ c 


3 t^0Ot>00l>0' 


3 C* 


j cot-h t>oo^ 


oo i-h co co o 03 r^ cm o c 


3 CM 








CN 


f 


5 


Ti 


H t>i— 1 


O i-i CM i-h i-i 


o 


3 t^ 








g 












^ 




CM* 










a 


coo 


j r- 


OO to toio vr 


3 O 


) ^N^C4 


3 i- 


< o oo "* 03 1> -* o t> if 


3 iO 








CO C 


3 T) 


< to co io oi> Ti 


< tC 


3 OCM TtH CM tJ 


< c 


3 r-i co Tt< o m i> --I io c 


) i-i 










<Ni- 


h ec 


) CN 


ir 


3 IOHHH 


c 


) i-h CM ^h CM i-l 


c 


3 C3^ 








<~i 


















H* CM* 






<J_ 


























t^ 


A 


























p 


OO 


> a 


TjiioooNa 


> ir 


3 CM^-iCMCOTi 


H CN 


o 03 i-i oo oo »o O rH 1 i- 


< t- 








s 


COi- 


H Tl 


t-. TfH O i-H l> Tj 


< ^ 


^ I>CM >OCM ^ 




i-icoiOi-iTt<i>cNcs: 


> ev 


) O 








CN-- 


H C 


(M i-H 


C£ 


> lljrt i-Hi-H 


c 


> t-< CM i-H CM i-H 


c 


) o_ 








^ 












'- 






CO* 






'tf 


i-i c 


1 T- 


NOOCOOOif 


C 


> NOOMf 


) T) 


OLOCMC003003t> 


tf 


co 






c 


cn.- 


< Cf 


1 — 1 1 — 1 1— 1 


ir 


) O i—l i—l 


o 


i-i CMrH CM 


o 


t^- 






















CM 

1 


CO 




P3 


tHCN 


cc 


•CM CM CM CM r- 


a 


) lOCMCMi-li- 




CMi-iiOCOCM'tiCMi- 


c 


o 


co 

CO 




oo 










^ 


CN 




CN 


LO 


O 












































o 




««J 


T^C- 


n 


CMCOCMCMCMCs 


cv 


COCMCMi-Hi- 


o 


CMCM>OCOCMOCOCN 


Tt 


CO 




oo 










1-1 






CN 


o 


n 




- 






i 




i 








1 




























P3 


OCN 


OC 


(N CO CM CO CM i- 


C 


03 CO CM CM CX 


a 


COi-lO-*CM>OCMCN 


»f 


<* 




i> 












CN 




CN 


i> 






<1 


NCf 


c 


00 CM CM CO CM i- 


a 


icco^coi- 


tC 


COi-HOCOCOOCMCN 


tc 


o 






i> 




1 








Cs 




CN 


00 




a; 
a 


OC 


c 


>>>>>> 


> 


p^p^p^tfp: 


p: 


6666666c 


c 


. 




Eh 














1 




























































CO 
























































"o 




iJ 
o 
o 




















































c 








"el 














"k 












*K 


















1c 


o 
02 




W 






+: 














+: 












+= 


















-t- 






o 






C 














C 












c 


















c 






CO 






E- 














E- 












E- 


















E- 


"5 












h- 


i— 




hH 


> 


> 


1— 
> 


1— 
1— 

> 


>— 
l-i 

> 




r— 


> 


> 


1— 
> 


>— 
1— 

> 




X 


y 


i— 


h- 
I— 


h- 1 

t— 


1— 


> 


i— 
> 







34 



There were, accordingly, in the March and June tests, taken 
together more than 20,000 participants in each subject, or 100,000 
in all. This involved the examination of 200,000 answers to 
problems in Arithmetic, 400,000 answers to questions in Geog- 
raphy, 240,000 answers to questions in History, 280,000 answers 
to questions in Grammar, and the examining of 1,000,000 words 
in spelling. 

Fully one-third of these returns were examined in this office. 
This is entirely in addition to the examination of the papers 
submitted in the Preliminary Test. As indicated above, nearly 
all of the rating of these preliminary papers was done in this 
office. The exact calculation of how many questions were rated 
in this office, though quite possible, would be tedious. I estimate 
that something like 2,000,000 questions were passed upon. 

No educational investigation of which I have any knowledge 
has been carried out upon such extensive returns. If its value 
were limited simply to the question at issue regarding the experi- 
mental schools of this city, the labor expended might indeed 
prove to have been abundantly justifiedd. But the value of what 
has been done is far greater than the determination of this local 
question. The material gathered will, when further analyzed, 
set up standards of attainment which may be used everywhere 
throughout the country, and may help to solve many problems. 
It is in this more general aspect of the investigation that my 
own personal interest lies. Speaking as an investigator, it is a 
matter of indifference to me which type of school proves to have 
been able to do the best work. It is, however, a matter of great 
importance to me that the work should have been done in a 
workmanlike manner and that the results should have a wide 
and useful application. 



8. THE RATINGS AT THE BEGINNING OF THE PERIOD 

Table III shows the average number of questions answered 
correctly in the March tests by all the pupils of each school 
concerned in this investigation. It also shows the per cent, 
rating corresponding to this average number of questions answered 
correctly. In this showing, all grades are combined. In the 
last two columns, all the subjects are likewise combined, and 
the combination is effected in two ways: first, a simple average 
is taken of the percentages for each subject; second, a weighted 

35 



m 
H 

< 

Pi 

o 

H 
P3 
<1 

< 

i-h 
O 
O 

W 

o 

go 

.O 

£ 
I— i 

H 

< 

W 
o 



B CD 

p 3- 

►J CO 






1&i 

0> > (-1 



f-. <u c3 



'o 



o 



Pw 



00 CN 

1— 1 1—1 



OS TtH 



0> 

<1 



fc* O 

O m 
cl CD. 



o 



Pn 



K 



W o 

a, •<-! 
O 3 

s 

^CN 



o o 

go- 



2 a 
k2 

W CD 

K 3 

<52 



bJ3 



NONtOCO 00 



CO CO OS OS b- ■* 



00 CO rH CO l> OS 



tH i-i i-i tH (M cN 



00 OS 00 CO 00 00 



Tt< CO 00 00005 
rJH Tj< CO CN CO CN 



COlO 
i-H rh 

t^io" 







Ph 



bfl 

<1 



OSCN 
COr-f 

OS<N 



O 



Pn 



*- ° o 



Q 



Pn 



r c ^ 

h u n 

<3 



a 



ioio t^co co co 



lOCOOOOOlO 



IOCNOOOSOS 



CN rj( CN 00 ■* 00 



i-H CN CO OS b- OS 



cococooscoioi>co 



I CO t^ CN OS O CN 00 



r-<OTjHi>a5!-i©Tf< 



I CO t}< t* i-i Tfl CO CO 



•Oi-lOt-^-^iOCOCO 



CNCSt^Oi-li-lOSO 

io-^Tti'^co-^cO'<^ 



cOiO l O , *C0'rti'*Tt( 



00 »0 CO 00 "tf lO i-H CN 



CN OCNOOC < 



CN 00 CO Tt< CN rt< CO t* 



OO O 



rJH <N lO CO 00 00 



-# <N lO CO 00 00 

tj< oo oo t> i> i> 



iOt*COCN •>* CO 



CO-tfC0l>COCNC0t> 



i-i CO 00 CN t> CO CN CO 



lOC0iO-*^'O , ^ l O 



>>>>>> > 

PlIp^PlIplJoIPh Ph 



o 

h- IhH 



!^;>>>> 



oooooooo u 



* 



: : :^S>^^ H 






J-? c 



36 



average of the same percentages is taken, whereby an attempt 
is made to avoid giving each subject equal importance. 

The system of weighting is based upon the length of time 
devoted to each subject, according to the regular course of study 
of the schools in this city. Where the assignment of time is not 
specifically given, as in the case of Spelling and Grammar, an 
assignment has been made, based upon the assumption that Spell- 
ing is, on the average, taught about 75 minutes a week from the 
second grade through the eighth grade, and that Grammar is 
taught, on the average, about 120 minutes a week from the sixth 
grade through the eighth grade. The weights given to each of 
the subjects are as follows: Arithmetic 9,* Spelling 5, Geography 
6, History 4, and Grammar 4. There is no necessary value to 
be attributed to these particular weights, and, of course, any other 
weights can be applied by any one who chooses to do so. An 
examination of the last column of Table III in comparison with 
the column next preceding it, will show that few changes, other 
than a general rise, are introduced by the system of weighting. 

Table III brings out the fact that, for every subject, the 
Control Schools obtained better scores in the initial testing, 
than did either Prevocational or the Gary Schools, and that the 
Prevocational Schools were generally superior in this respect to 
the Gary Schools. The unweighted average was, for Control 
Schools, 51.1 per cent., for Prevocational Schools, 45.5 per cent., 
and for Gary Schools, 43.7 per cent. 

It may be interesting to compare the ratings in the different 
subjects. In order to do so, we must not use the average number 
of questions answered correctly in each subject, because these 
are not comparable, since a different number of questions was 
used in each subject. The percentage ratings, however, as shown 
in Table III, may be used for this purpose. They show that, for 
all schools combined, the highest rating was obtained in Spelling, 
and that the ratings in Geography, History, Arithmetic, and 
Grammar followed in the order named. This does not mean 
that the schools were best in Spelling, next best in Geography, 
etc., and poorest in Grammar, unless the test in each subject 
was equal in point "of difficulty to the test in every other subject. 
No claim is made that such is the case. I have, however, returns 
which, with some expenditure of labor, would permit me to equate 
the tests, one with another. 



*A strict application of the time devoted to arithmetic would yield a weighting of 
12. This was thought, on other grounds, to be too high. 

37 



tO 03 

u o 

ffl 03 

P 53- 
►JcO 



15 (D* 3 

o> > P 



<h 03 " 



S «3 



02 

>H O 

O to 

O! 



O 



^6 
< 



w 



►■ a 

E o 

« 03" 

oa 

H 



03 

ll 

^ 03 

w a,. 

go- 

02 — 



^ 2 

g 03 

So? 

^3 



03 

CM 



^6 



o 



Pn 






o 



Ph 



t, o o 



G 






ft 



iO IO CO CO CO iO 



OCD-^NHOO 



tOHXOtDtD 



»0 CO tJ< O CO <M ■* t^ 



CONHIONINNOO 



LOCO ^<M CM CO 



0>0 

00'-' 

■^ CO 



i-i i-i b- CO CM CO 



b- CO CO »C -* -* 



I CO 00 tJ< CO CO t^ (M 



■^cocococo»o»oco 



t-i en i-i co io ^o 



NONOJOlO 



CO Tfri 00 ■* CO CM 



00 I>CT> t^OOCC 



l> CO Tt< CM CO <N 



oo o 



lO tH* iO ■>* ■>* Tf< 



P-I Pn Ah P-I Pu P-< Ph 



I— !H k'-^k*^ 



COOCOCOrtfCOcOCO 



r^r^t>TjHioiococo 



■*COI>COI>I>cOO 



COrHTfOOOHIMM 



OcOcOOOcOCMO-* 



lOCOCO^HCOCOiOcM 



CMi-HOiOiiO-^TtiCO 



iO-<cf<cOiOiO>OcOCO 



oooooooo o 



y 






n u u k> U U K> >yi 



3° 



£ o 



— 33 
3 03 

ftp, 
Xoo 

o • 
c3 O 
03 CD 



03 T3 

> fe 

03* 

qCO 

03~ M 

^s 

H 03 

b M 

o3 d 



o- 



kh-:S 
go 



o 




^ 




X 


03 


PI 


O 


hH 


•- 




C^ 




N 


o 


X 


PC 




t- 




o 


cS 


wi" 


H 


a 



38 



9. THE RATINGS AT THE END OF THE PERIOD 

Table IV corresponds to Table III, except that the entries 
refer to the June tests only. Practically the same relation exists 
between the schools, as is shown in the table for the March tests. 
To be specific, the difference between the rating of the Gary 
Schools and the Control Schools is slightly less than it was 
in March, the sum of the differences in percentage ratings being 
36.6 for June and 36.9 for March. The Prevocational Schools 
show superior ratings to the Gary Schools in every subject, and 
their rating is superior to that of the Control Schools in History. 

10. IMPROVEMENT AS SHOWN BY THE NUMBER OF 

PUPILS WHOSE SCORES WERE BETTER IN THE 

FINAL THAN IN THE INITIAL TEST. 

Tables V to IX constitute a series showing, for each subject 
and by grades and types of schools, the number and percentage 
of children whose scores were better in the final than in the initial 
test, and who, accordingly, so far as these tests may be regarded 
as instruments of measurement, registered improvement. 

Table V reads as follows: In Grade 7A, 308 pupils in the 
Gary Schools took both the March and the June tests in Arith- 
metic; of these, 125 obtained a higher rating in March than in 
June, which was 40.9 per cent, of the 308 participants. In the 
Vocational Classes of the Prevocational Schools, 519 7A pupils 
took both the March and the June tests in Arithmetic; of them, 
262, or 50.5 per cent., showed improvement, etc. In the totals 
of Table V we have the showing for all grades in the subject of 
Arithmetic. The significant figures for the percentages of pupils 
who showed improvement are as follows: Gary Schools, 40.7 
per cent.; Prevocational Schools (all classes), 47.6 per cent.; 
Control Schools, 54.3 per cent. From this it appears that, so 
far as the percentage of children who improved is a proper measure 
of advancement during a given period, the Control Schools made 
the best record in Arithmetic, with the Prevocational Schools 
second, and the Gary Schools last. 

Two criticisms may be made of the reliability of these figures : 
first, that the differences are not large enough to be significant, 
and, second, that the percentage of pupils who showed improve- 
ment is not an appropriate measure of the total improvement 
of the pupils concerned. 

39 





H 




a 




H 




§ 




M 




Z 




■4 




a 




H 




J 




<j 




|Zi 








In 


u 




M 


H 


H 


a 


H 


H 


S 


fc 


W 




H 

i— i 

po- 


H 


ol 


H 

cq 


fc 


H 


M 


W 




H 


H 


£ 


£ 


QQ 


H 


H 
ft 


£ 


O 


H 


u 

0] 


S> 




O 


m 


« 


o 


Pm 


U 






< 


3 


Per cent, 
who 
im- 
proved 


■ 
61.1 
58.8 
48 6 
46.7 


CO 

in 




Q 


No. 
who 
im- 
proved 


lO O 00 o 
b- OS CO rH 

id tHH CO CO 


CO 
OS 

i-T 




3 

J) 


Pupils 

in 
both 

tests 


i-i co oo oo 

■* CO OS CM 
OS 00 b- 1> 


o 
o 
cc 

co" 






CO 


Per cent, 
who 
im- 
proved 


52.6 
52.6 
42.9 
38.7 


CO 




CO 
CO 

< 

V 

a 
►J 


No. 
who 
im- 
proved 


00 CM 00 CO 

iO •>& CO o 

1> t> ■* Tt< 


i—i 
i> 
co 
cm" 




< 


Pupils 

in 
both 
tests 


1,442 
1,410 
1,091 
1,042 


IQ 

00 

OS 
H# 




CO 
i-3 
O 
O 
M 

CO 

Hi 

<! 
O 

M 
EH 
«4 

O 

o 
t> 

« 

Pm 


as 
H 

CO 


Per cent, 
who 
im- 
proved 


53.7 
51.0 
38.9 
37.9 


CO 




<! 

O 

« 


No. 

who 
im- 
proved 


co cm co w 

OS CM l> 00 
Ttl iO CM CN 


CO 

o 

l« 




o 

Pm 


Pupils 

in 
both 
tests 


923 

1,024 

701 

752 


o 
o 

co" 






CO 

H 

CO 
CO 

<! 


Per cent, 
who 
im- 
proved 


50.5 
57.0 
50.0 
40.7 


00 
Os 




Hi 

D 

hI 

O 


No. 
who 
im- 
proved 


CM O lO 00 
CO CN OS tH 
CM (M i-H r-l 


lO 

OS 

l> 




< 
o 
o 

> 


Pupils 

in 
both 
tests 


OS CO O O 

.-I oo as os 

iO CO . CO (N 


00 
iq 

i-H 






c 

C 
U 
c 
a 

> 
p 


2 


Per cent, 
who 
im- 
proved 


40.9 
49.8 
39.4 
31.0 


o 




> 
) 

H 

5 

2 

H 


No. 

who 
im- 
proved 


m os b- o 

CM CO OS t> 

i-H i-H 


,— 1 

co 




3 


Pupils 

in 
both 
tests 


00 OS CO CO 
O tv rt< CM 
CO CM CM CM 


OS 
lO 








a 
< 

o 


< 
b- 


PC 


< 
cc 


PC 

OC 




oo 
< 








W 


« 




Pm 


H 




w 


H 


I-H 




H 


> 


£ 


pq 




\-\ 


H 


w 




« 


H-l 


H 


H 


PQ 


^ 


F 


< 


H 


m 


H 


"** 


w 







+J 














fl T3 














CD O I P 


e> - 


- *c 


» o 




°-3 a & 


O CM CO T 


h co 




in co co c 


» CO 




<U ft 












o 


PM 












w 














o 


T3 












cc 


.n i » 


U3 


* CD 






O <N (M ^ 


- OS 


Hi 

o 


lO lO K> r 


H O 

cm" 


EH 


























o 














o 


T3 ^3 ° 3 


O ■* rH i- 


H CO 




ft d-ff ra 

Pm -^ 


CD rH OS a 


5 CM 




os oo t^ ^ 


CO 












CO 






















d T3 

<D O I P 


CO CO ^ 


5 r- 






°^ a £ 

te S ° 


CM O CO 


J CO 






co in co c 


9 CO 






CD ft 














CO 


Pm 














CO 
















CO 


•n 














«! 


No. 
who 
im- 
prove 


•* 


3 m 




J 


OS Tt< (M O 


1 CO 




o 

hI 


00 00 l> b 


i—i 
co" 




Hi 






























<—>. _C3 02 


io t-~ co r- 


H OS 






Pupi 

in 

bot 

test 


CO i-H OS If 


3 OS 






Tf T« O C 


5 OS 


CO 




rM i— 1 »-i t- 


H h* 




i ^ 


lO 00 00 r- 


H OS 


O 




k. H O 


CO OS i-H b 


■ "* 


O 


CO 


CO IC t> C£ 


5 CO 


w 

CO 


w 


cd a 












CO 


Pm 
























hI 
«! 

o 

HI 


Hi 

n 


No. 
who 
im- 
proved 


i* N CO « 


3 t> 


P3 
< 

Hi 


00 i-H O C 
LO CO >0 If 


5 i-H 

3 CM 

cm" 


■4 

O 


P 


























O 


w 


„ 












S> 


« 


Pupil 

in 
both 
tests 


O i-H 00 


• CO 


H 


CM CO O if 


) i-H 


« 




OS O 1> I> 


• 'HH 


Pm 






T-H 




CO 




















a 13 

CD O l <P 


CM CO 1> i- 


( 1-1 




CQ 

H 

CO 


°^ a fe 

■> go 


O b- CO V 


) i-H 




CO lO lO l> 


. co 




<B ft 














Hi 


PM 


























u 


h* 
















No. 
who 
im- 
rove 


o 


o 


00 . 




hI 




CN 


C\ 


r- 


co 






co is; 


CN 


Cn 


OS 




o 


a 














HI 






























o 
o 
















-3 rl CO 


if 


CC 


or 


Tt 


CO 




> 


Pupi 

in 

bot 

test 


K 


a 
cc 


cc 


O 
Cs 


| 00 
lO 














^H 


















a n 




<T 


c 


c 


00 




°^ a £ 

l> HO 


« 


CM 


cc 


— 


CM 




in 


* 


If 


cc 


in 




cd a 














1 


Pm 












c 


> 














o 

w 


No. 
who 
im- 
roved 


if: 


Of 


o 


o 


i-< 


O 


cc 


r- 


CO 


OC 


CO 


co 


i— 


i— 


T— 


I- 


i m 


!h 


a 












« 




























c 
















i— ! _d CQ 




if: 


or 


OC 


CM 




Pupi 

in 

bot 

test 




t^ 


Tf 


C> 


CD 




CO 


CM 


CM 


CN 


© 

i-H 














pq 




■<! 










00 




K 










< 




o 


< 


PC 


< 


PC 


*- 








!> 


b- 


CC 


a 





40 



W g 

Cm H 

o « 

o g 



n 

l-H K 

B 
Ph £ 



> 

Ph o 
Ph X 

















I 




CO O I 4) 


© *• O T 


r r* 






m in r*. ^ 


h r>i 


DO 


Ifl Ifl Ifl 4 


5 Ifl 




to a 












o 


Ph 












w 
















T-! 














No. 
who 
im- 
rove 


o 


4 >o 




CO CO ifl t- 


CM 


• o 


ifl •* ^# T 


t< cn 


03 


j—tt 






































O 














D 


■— ! _d 02 


CO 


■1 C5 




Pupj 

in 

botl 

test 


co ■* o c 


5 CO 




© oo oo c- 


co" 






















S3 73 
CO O 1 ?0 


00 N CM 


J ** 








IS 00 - 


- u 


5 CO 






Ifl io io 


■ in 






Jp & 














02 


Ph 






























CO 
















05 


t! 














5d 


No. 
who 
im- 
prove 


O i-H 


5 CO 




a 


O <N CD 


3 1> 




o 


00 00 Ifl T 


* CD_ 




a 






























r- 1 _r! m 


© l-H O Tl 


1 r" 






Pup 

in 

bot 

test 


Tj< i-H O "■ 


5 >-l 






M< •* c 


5 O 














1 lO 
















no 

o 




S3 T3 
CO O I p 


O O tj4 C 


> CM 




!>S O 


r-l O O W 


3 CM 


o 




»fl CO m T 


1 lO 


W 




<o a 












o 


CO 


Ph 












<1 














a 

O 


o 


No. 

who 

im- 

iroved 


UO lO 00 f 


1 o 




t- 1-H LO T 


i oo 


< 


Tt< CD CO CY 


3 t^ 


H 


a 


Ml 












-4 

Q 


p 














C5 














O 


H 


03 
— rj 03 












> 


Pi 


i-c i© o a 


3 "^ 


S 




Pup 

in 

bot 

test 


so Oil i-i ir 


' CM 


Ph 




© O I- I> 


CO 






„ 73 

co o i p 


lO ■* CO c 


> 00 




CO 

H 


fe S o 


Tf M N 0( 


3 iO 




CD ifl "0 T 


* *a 






<t> a 














<| 


Ph 












J 
















u 


73 
















No. 
who 
im- 
rove 


T*4 CD 


i> 




J 


CO O O T 


00 




<! 


CO CM CM f 


1 00 




o 


a 














































< 
















o 
















o 


*~i ,a i 


00 CO 


o 




> 


&.S o" 


>-h 00 © c 


OS 




Ifl CO CO CN 


ifl 






Ph -^ 










1-i 




t 73 














CO O l P 


CO Ifl 00 


o 






>* o> — 


r> 


00 




Ifl Ifl Ifl 


Ifl 




o a 












J 


Ph 


























o 
M 
co 


73 
• O i co 


03 


O N « 


l> 


JB-fl fl > 


t> 


CO CN 

T-l I- 


r- 


1-H 

co 


|H 


a 












« 














o 
















73 -fl ro 


« 


a 


u: 


r> 


■* 




a fl-S'ro 




l> 


n 


o 


CO 




3-m O jj 


CO 


CN 


o 


o 


o 




£ -^ 










7— 1 




Q 










PQ 




•«! 










00 




o 


< 


pq 


< 


PC 










1> 


t^ 


oc 


oc 





l-H ^ 
I— I 

K* l-H 



a 


H 


|£h 


H-l 


^ 


S 


^4 
< 




DO 

a 
n 




i> 


o 




O 


3D 




« 


a 




Ph 


DO 





















DO i J) 


r^ o co o cm 




te B o 




- O O O CO 


CO 


CO 




© a 












o 


Ph 












w 


73 

a 


LO "O t> CO CO 


co oo i> co co 


J 
O 


m ifl ■* Tfi o 
cm" 




























O 














o 


.73 ^3 » 


CO CO Ifl t^ T)< 




3— O oj 
Ph -^ 


i-i CO 00 CM CD 




Co 00 N N N 

co" 






















73 

CO O l JO 






- © Ifl CM 






«h3 S3 > 

te 2 O 


cm co en 03 r^ 






co r» co ifl co 






jp a 














05 


Ph 






























05 
















05 
















<1 


a 


O !>• ifl r« ifl 




a 


OS t^ CD CM CO 






00 O t^ CO CO 
r-I CO" 




<5 






























73 rd i§ 


N tO HI O N 






3' rt °o 
Ph ■°*' 


•<* r- 1 O Tj< O 






TJH Tt< O O O 






rH rt rH rt Ifl 
















to 
o 




fl 73 
CO O 1 p 

i go 


i-H O CO O OS 
CO C3 O Ifl t^ 


o 


02 


CD t> t> ifl CO 


a 


H 


<o a 












0Q 


02 


Ph 
























o 


o 


73 

• o i co 


OS tJ< O CO OS 




£hC fl > 

a 


CO i-< O .i-H t-i 

113 00 lO ^ W 

cm" 


H 


J 












o 


P 



. 
























o 


a 


03 

73 J3 m 












> 


« 


•* O 00 l^ 03 


H 


afl-jf -g 

3— o CO 
Ph -^ 


CO CO © ifl CM 


« 




© O I> l> rf 


Ph 






- 1 




CO 






fl 73 
CO O 1 P 


Tf ^H lO O 


i co 




05 

a 
m 


te- 5 o 


O 00 00 f 


4 CD 




CD CD CO t> 


. CO 




» a 














< 
a 


Ph 


























.u 


73 
















a 


O 


3 CO 




a 


i-H CO CO c 


3 Tj4 




<! 
!z; 
O 


CO CM CM O 


I ©_ 




































■«) 
















o 
















o 


^3 rfl R 


CO 


00 




i> 


fl--! 2 CO 


i-H 00 00 O 

ifl co co o 


Ifl 






£ ^-^ 










" 


















a V, 

43 O 1 P 


CO - 


CO ^ 


CO 




te- B o 


© Ifl 00 if 


CM 




r^ r» r^ cc 


r^ 




as a 














j 


Ph 










i 


C 


5 














o 

a 


73 
° J3 (3 > 


CO 00 00 o 


CO 


u 




O CO 1 


co 


CQ 


CN 


CM 


1-4 f 


t^ 


>< 


a 












C3 




























O 


03 














f-h jj] 02 


c 


t^ 


c 


a 


ifl 




afl-gm 
Ph ^^ 




r^ 


n 


CN 


ifl 




cc 


CN 


CN 


CN 


CO 

l-H 




a 










PC 




< 










CO 




a 










H< 




O 


< 


cc 


< 


PC 


^ 








t- 


t> 


OC 


CC 





41 



A 



5 w 

< B 



1 






+» 
















P ^3 

5 o i <u 


00 


CO 


CO 


— 


05 






te.5 ° 
Hi 1* ** H; 


CM 


CO 


CM 


OJ 


CM 




to 


CO 


CO 


CO 


in 


CO 




h3 


a 














o 

Q 


Ph 














o 


TJ 














w. 


■ O ■ i CO 


OS 


>o 


' o 


oo 


CN 








l> 


o 


IC 


OS 


CO 




o 


iO 


lO 


«# 


CO 






K 


ft 














E 


■1 
































O 


03 














o 


"■3 .p 03 


CM 


00 


oo 


Tf< 


CN 






Pup: 
in 

bot: 

test 

i 


CN 


»c 




t> 


» 






OS 


t^ 


t^ 


CD 


CD 

CO" 








-h> 


















p -o 


o 


— 


IO 


m 


00 








°-3 a > 
HI l> ,PH HI 


CM 


CO 


o 


CO 


in 








m 


r^ 


r^. 


CO 


CD 








® ft 
















03 


Ph 
















h 


















05 


















0! 


t3 
















<J 


• o i co 


CM 


i> 


co 


00 


O 






J 


£^ a > 


TH 


■* 


co 


l> 


o 






o 


I> 


o 

1— I 


i> 


CD 


CN 

co" 






Hi 
















«! 




















73 

"73 -P m 


CD 


iO 


o 


O 


,_i 








3 rt X CD 


CM 


t^ 


-* 


CN 


CO 








^tf 


co 


o 


O 


00 








Ph • q *' 


1-1 


1-1 


1-H 


1-1 


TJH 








P T3 
cd o i cd 














03 

o 




CO 


T^ 


Th 


00 


lO 






hi I 5, rt Hi 


co 


OS 


CO 


co 


IS 




o 


as 


>o 


1> 


t-~ 


CD 


CD 




w 

o 

(7Q 


H 
OB 

03 


« ft 

Ph 














<! 
















<! 
iZ! 

o 

M 


o 


t3 
• O I CD 


o 


,_, 


^H 


O 


>o 






ll-§l 


OS 


as 


PI 


1> 


CN 

CN 




H 


J 


ft 















































o 


W 


03 
■— ! _P 02 














l> 


tf 


o 


CD 


co 


t^ 


CO 




H 


Pupi 
in 

bot: 

test 

L _ . 


<M 


OS 


r> 


co 


CN 




« 




OS 


as 


CD 


t> 


CO- 




Ph 












co" 






+3 


















P T3 

D o i « 


oo 


CD 


i— I 


>o 


CN 






05 

H 

05 
03 


Hi > —* Hi 


OS 


t^ 


lO 


co 


CN 






TH 


CO 


CO 


i> 


CD 






« ft 
















■«! 


Ph 
















O 


H-i 


















No. 
who 
im- 
rove< 


CM 


CD 


02 


oo 


ID 






J 


iO 


lO 


co 


o 


iO 








CN 


CN 


CN 


CN 


OS 






o 


ft 


































^4 


















o 
o 


















CO 
■— ! -P 03 


CO 


OS 


1> 


CO 


lO 






> 


Pupi 
in 

bot: 

test 

i 


C 


CO 


CD 
CO 


oo 

CN 


CO 
i— i 






-H> 
















CD O 1 CD 


CM 


CO 


O 


O) 


CO 






Hi >'** Hi 


M 


** 


r- 


a> 


in 






m 


IO 


ifl 


in 


m 




03 


a> ft 














J 


Ph 














O 
















o 
w 


No. 
who 
im- 
roved 


OS 


OS 


iO 


o 


co 




o 


in 


CO 


co 


co 


CD 




zn 




1-1 




i— i 


ID 




|H 


ft 














fi 
















■"! 
















o 


02 
•—< _P 03 


a- 


CD 


t> 


]> 


OS 






Pupi 

in 

bot: 

test 


a 


IC 


co 


^H 


O 






CN 


CM 


CN 


CN 


CD 

T— 1 
















pq 






< 










00 






« 










<j 






O 


< 


PC 


< 


PC 


l> 










t>i 


t> 


0C 


oc 





42 



As I have indicated in another part of this report, a longer 
period between the initial and final tests would have been desirable, 
though it was by no means necessary. With as large a group as 
10,000 children, an improvement would be shown even over a 
much shorter period. The only advantage of having a longer 
period would be that the figures would be larger and, therefore, 
more striking. If, within a period of less than three months, 
the Control Schools showed an improvement of 54.3 per cent, as 
against 47.6 per cent, for the Prevocational Schools and 40.7 per 
cent, for the Gary Schools, it is certain that if the period had been 
a term, or a year, the difference would have been still greater. 

As to the second criticism, namely, that the number and 
per cent, of children who showed improvement is not a sufficient 
measure of the total improvement, an answer to this will be found 
in the sections of this report which deal with the matter of improve- 
ment when based upon other considerations. The reader, how- 
ever, who considers the report as a whole, will come to the con- 
clusion that this basis is by no means a poor one, although it may 
not be the best, as will be shown hereafter. 

For the subject of Arithmetic the reliability of the com- 
parison as between the Control Schools and the Gary Schools 
assumes added significance from the details with respect to 
schools, which are in my hands, but which are too voluminous 
to print. It may suffice, however, to say that no one of the eight 
Control Schools shows a per cent, as low as do the Gary Schools. 

In the matter of Arithmetic, the Prevocational Schools 
occupy the middle position, and, within them, the Vocational 
Classes show a greater percentage of pupils who improved their 
scores than do the Regular Classes. 

In Table VI no clear superiority in Spelling is shown, as 
between the Prevocational Schools and the Control Schools, 
they being separated by less than one per cent. Both, however, 
are clearly better than the Gary Schools, in respect to the number 
of pupils who improved. 

Table VII shows that in Geography there was a reversal 
from the conditions shown in Arithmetic and Spelling. In this 
case, the Gary Schools show that 58 per cent, of the children 
improved their scores; the Control Schools are second, with 
57.7 per cent., and the Prevocational Schools are third, with 53.4 
per cent. As in the case of Spelling, however, the superiority of the 
first in rank over the second in rank is by no means conclusive. 
The difference in this case is but three-tenths of one per cent. 

43 



In Table VIII, on the contrary, there is a clear case of supe- 
riority in the Gary Schools, and of inferiority in the Control 
Schools. In the Gary Schools, 72.3 per cent, of the children 
improved; in the Prevocational Schools, 67.2 per cent., and in the 
Control Schools only 63.2 per cent. As in the case of Arithmetic 
and Geography, the Vocational Classes of the Prevocational 
Schools showed greater improvement than did the regular classes. 

Finally, Table IX affords the only instance in which the 
improvement in the Prevocational Schools is, by this method, 
shown to be greater than in either of the other two types of schools. 
The figures are 65.8 per cent, for the Prevocational Schools; 62.9 
per cent, for the Control Schools, and 55.8 per cent, for the Gary 
Schools. By this it will be seen that the Control Schools hold 
the middle position, while the Gary Schools are lowest. 

Table X gives a summary, by subjects, of Tables V to IX. 
The most significant points in regard to each of the subjects 
have been pointed out above. Combining all of them into one 
statement, we find that, in the Control Schools, the figure repre- 
senting improvement is 60.2 per cent.; in the Prevocational 
Schools, 59.5 per cent.; and in the Gary Schools, 55.9 per cent. 
The superiority of the Control Schools over the Prevocational 
Schools is not great, though when based upon so much material 
it is significant. The superiority of the Prevocational and Control 
Schools on the one hand over the Gary Schools on the other is 
unquestionably important. 

Table XI gives a summary, by grades, of Tables V to IX. 
It shows that in the 7A grade the greatest proportion of children 
who improved was in the Control Schools; in the 7B and 8A 
grade the greatest proportion was in the Prevocational Schools, 
while in the 8B grade the superiority again appears in the Control 
Schools. In every grade the Gary schools were surpassed by 
both the other types of schools. These facts are graphically 
shown by Fig. 2. 

In general, therefore, it appears, from the foregoing tables, 
that there is a superiority of the Control Schools over the other 
two types of schools, but that the superiority over the Prevoca- 
tional type is not pronounced. It may be objected that the basis 
for this comparison, namely, the percentage of pupils whose 
scores were better in the final than in the initial test is not suffi- 
cient. It may be said that a pupil is counted as having shown 
improvement, even though his improvement may have been 
very slight, whereas a pupil whose improvement may have been 

44 





H 




a 




H 




» 




M 




fc 




■<! 




a 




H 




J 




< 




•z 






m 


ta 


H 




O 


M 


w 


H 


t-8 




pq 


fc 


P 




r/3 


H 




a 


J 


H 
H 


►-! 


H 


< 


pq 




a 


fc 


a 


M 


w 




£ 


H 


T 


£ 


B 


H 


n 


a 


o 


W 




o 


a 

to 
.1 


rt 


a 



Ph £ 



























CO 


o 


r^ 


M 


9> 


CM 






°^ a >; 
fe a o 


* 


CO 


r» 


CO 


M 


o 


ID 


m 


CO 


m 


CO 


CO 


CO 


J 


<x> ft 














O 


Pw 














n 

o 


No. 
who 
im- 
proved 


CO 


CO 


lO 


co 


CM 


OS 






Oi 


Oi 


CM 


CO 


co 


o 


o 
« 


1— 1 


CO 


°i 


o 

CM* 


T-T 


00 
O* 


1 


















5 
















o 
















o 


*a -a m 


o 


co 


Oi 


rH 


CM 








ft a-£«! 
a--* 2 <u 
Ph ■ a - a 


o 


(M 


co 


CO 


l> 


o 






CO 

cc 


CO 

co" 


co" 


CM_ 

co" 


o 

CO* 


co 

CD* 


















i-H 
























a t3 

05 O 1 P 


CO 


r^ 


»* 


CM 


00 


in 






°- ci S £ 
&■ a o 


r^ 


M 


CO 


r^ 


in 


o 






«* 


CO 


m 


CO 


CO 


to 






« ft 
















00 


Ph 


































GO 


















GO 


t3 
















<! 






lO 


CO 


lO 


c 


l> 




a 


►S^ a > 


t^ 


00 


l> 


CO 


o 


C3 




o 


co 


r 1i 


o 


co 


CM 


1> 




J 


CM 


co 


cm" 


co" 


CO 


i-H 




a 

<5 


































ra -a"? 


iC 


OS 


tW 


t^ 


,_, 


co 






aa+?"£ 
a- rt 2 <w 

Ph ■ a "* a 


CO 


OS 




o 


CO 


CO 






OS 


OS 


o 


o 


00 


00 






-* 


Tj< 


lO 


lO 


■* 


rH 


















CM 




















CO 

o 




a -a 

CO O i $o 


■<* 


OS 


CM 


C2 


LO 


t^ 




°-3 a £ 
fe a o 


CO 


•* 


CM 


t^ 




OS 


o 




^ 


o 


»o 


o 


CO 


»o 


a 


a 


CO ft 














o 




Ph 














CD 


<! 
















►4 

< 

o 




73 

• Oil) 


o 


o 


C3S 


05 


lO 


CO 


« 


a 


LO 


CN 


oo 


co 


CM 


i-H 


EH 




^ 


CM* 


T-l 


CM 


CM 


o 

i-H 


































o 
> 


B 


m 
*a J w 


o 


CO 


■* 


a> 


o 


»o 


a 


Ph - d+ > 


o 




CM 


CM 


CM 


OS 


Ph 




<* 

co" 


co" 


co" 


co" 


co_ 
co" 


C5 

CO* 


















i-H 




■♦j 


















a -n 

co o i co 


GO 


l-H 


00 


CO 


CM 


t-H 




00 

a 

GO 


h P H (H 


CS 


M 


lO 


CO 


CM 


OS 




tP 


CO 


lO 


co 


CO 


lO 




« a 
















< 


Ph 






























O 


Ti 


















No. 
who 
im- 
prove 




GO 


t^ 


CO 


>o 


rH 




J 


en 


CO 


oo 


Tj< 


lO 


lO 




o 


t^ 


C3 


00 


o_ 


o 


CD 








































<! 


















o 


















o 


"a -a ro 


LO 


CO 


o 


00 


LO 


T-l 




> 


a-- 2 co 


oo 


oo 

lO 


05 
lO 


to 


CO 


oo 






£ -°^ 


1-1 


1-1 


^ 


1-1 


1-1 


1> 
























a "a 

4) O I P 


I>I 


00 


o 


CO 


00 


e> 






It a o 


o 


CM 


CO 


CM 


m 


m 






n- 


m 


in 


r^ 


m 


m 






0) ft 
















J 


Ph 














< 


3 


• o i o> 




*-H 


N. 


co 


CO 


lO 






.P-a a > 


co 


CO 




CO 


CO 


co 




2 


^ 


IQ 


CO 


l> 


lO 


°l 


1 




a 












CM* 


( 


5 


































C 


3 


.-3 -as 


C5 


CM 


<# 


lO 


OS 


ffl 






nj.-rH O Qj 

Ph ■ Q - a 


lO 


CO 


CO 


m 


o 


■^ 






o 


o 


o 


o 


o 


CM 
















m 






Eh 
O 

B 

1-9 


c3 

CO 

s 


tii 
a 


a 

tifi 


>> 


a 


>> 

6 

a 






pq 


,fl 


^ 


O 


H 






a 


•*J 




o 




03 


3 






cc 


b 




V 




t- 


l/J 








< 


cc 


o 


HH 


o 







J 




<! 








Eh 








a 




1-1 




a 




ut 




Eh 




fe 




M 




fc 




„ <r< 




*9 w 




W Eh 




Q n 




<J ^ 




« 5 




a 




>< a 




pq eh 




!z 




«5 « 




H m 




U a 




W £ 




"-5 ^ 


1— 1 

X 


3 n 




co a 


w 


P5 


ffl 




^ 


<t) GO 


H 


a 




* § 




r-H O 




GO 




H a 




!5 S 




w tn 




§ ^ 




W m 




> d 




O (H 




p^ t 3 




Ph ^ 




2 § 

r-H W 




« 




a 




pq 




§ 




a 




» 




a 




a 




B 




fc 




o 




Q 




a 




GO 




<) 




pq 





















a ^ 
o> o t f) 


— 


m 


o 


o 


CM 




tt S o 

tH P rt fH 


o 


CM 


en 


en 


o 


GO 


Cfi 


CO 


IT. 


10 


CO 


J 


0) ft 












o 


Ph 












a 


-a 
















■^ 


i-H 


r~ 


t^ 


en 




.2-a a > 
a 


CN 


l> 


c 




o 


o 


00 

cm' 


>o 
cm" 


CN 

oi 


i-H 

cm' 


00 

en" 


Eh 














a 














o 














o 


-^H i-C m 


CN 


-* 


-* 


1— 




ft .a^l 


C 


T-H 


os 


en 


o 




1> 


l-H 


oc 


ir. 


co 




"# 


■* 


eo 


CO 


CO 




































f 11 *? 

o) o i ? 
















o 


<* 


— 


cc 


m 






te- B o 


l>i 


t 


o 


in 


en 






in 


CO 


<o 


If! 


in 






<u a 














GO 


Ph 






























GO 
















CO 


T3 














<! 


• O i o 


CM 


f- 


1^ 


i- 


t^ 




a 


2.Z a > 
a 


O 


CM 




i— 


en 




o 


^ 


LO 




en 


t> 




J 


tP 


•* 


'. v ^ 


CM 


Tf< 




1-1 






























■a -a ^ 


C5 


C5 


CM 


CO 


co 






Ph ^^ 


05 


CM 


CN 


T- 


CO 






r-H 




LO 


CM 

id 


oc 

CM 


















GO 

o 




a -a 
oo i ? 


Ol 


00 


C3S 


t«- 


t- 




°-a s ^ 
>■ 5 o 


CO 


LO 


O 


co 


en 


o 


GO 


IC 


CO 


SO 


lO 


lO 


a 


a 


0) ft 












CO 


GO 

<! 


Ph 
























<! 

o 


a 


No. 
who 
im- 
proved 


■«# 


o 


eo 


o 


CO 


« 
< 


co 
CO 
CM 


CO 

co 


H 

CM 


CM 
O 
CM 


t-H 
© 


Eh 


a 










i-H 




a 

n 


























o 


a 


GO 
—• _fH GO 












> 


X 


00 


eo 


O 




m 


a 


Pupi 

in 

hot 

test 


CN 


o 


c 


C£ 


en 


« 




cc 




L~ 


1> 


en 


Ph 




•>* 


»o 


co 


co 


CO 
l-H 




















a -a 


m 


t> 


lO 


CM 


i-H 




GO 

a 

GO 


fe a o 


00 


o 


00 




en 




LO 


CO 


L. 


CD 


lO 




JP ft 














<! 


Ph 












a 

o 


No. 
who 
im- 
proved 
















oc 


00 


-+ 




i <-• 




a 


CD 


CD 


c 


en 


lO 




o 


i- 


i-H 


I-H 

I— 


oc 


CO 
















1 




o 
o 




















co 


CM 


lO 


i-H 




> 


3— 2 to 
Ph ■ fl - a 


]> 


CM 

o 



OS 


lO 


oo 




















CM 






1-1 


l> 




-p 














a -a 

CO O 1 CO 


^* 


*± 


«* 


CO 


en 




°^ a & 

fe.S o 


^ 


CO 


Cfl 


CO 


m 




If 


m 


If 


IT 


m 




« ft 












o 


Ph 
























o 

a 


No. 
who 
im- 
proved 


OS 


o 


•D 


c 


lO 




co 


t^ 


/ 


Tf 


CO 




oc 


i> 


CC 


CC 


i en 

CM* 


« 














<1 - 


























o 
















to -a go 




CO 


cc 


CC 


en 




fta-g-£ 

^.nH O^ 

Ph • a " ,a 


Tjl 


CD 


r— 


CN 


T* 




iC 


CO 


P 


i- 


CM 




T— 


l-H 


1 — 


i— I 


lO 














CO 














CO 




a 




1 






T3 




a 










cS 




< 

s 










o 




O 










^_l 




< 


pq 


< 


PC 


< 








t^ 


i> 


OC 


oc 



45 



10 



60 



SO 



40 



30 



ZO 



10 



O 



7A 



I 

! 
i 



B 

7B 



1 



1 
1 






1 

c 



G 



PV 



i 

! 

I 



88A 



8B 



1 

1 

I 

| 



1 

c 



I 



VA-8B 



Fig. 2. Improvement — all subjects. Vertical scale is for percentage of 
pupils who showed improvement between initial and final tests 
See Table XI. 



much greater is given no more weight in the count than the one 
whose improvement is very small. This objection is well taken, 
although it seems probable that, with as large a number of cases 
as 10,000, all inequalities due to small and large improvement 
would be counterbalanced. 



11. A SECOND METHOD OF MEASURING 
IMPROVEMENT 

Tables XII to XVI show, for each subject, the average 
number of questions answered correctly by each pupil, in each 
grade, both in the March and in the June tests, and the increase 



46 



M 




H 


o 


HH 


(J 


pcj 




< 






M 


ft 


a 


1— 1 


Is 




7. 


H 


2-. 


fc 




H 


fc 


S 





w 


H 


> 


a 


c 


3> 


p^ 


C7 







-u 

















03 




W 


tN 


oa 


r> 


■«* 






c 


a 


IT 


*d 


r* 




tn 


H 












02 


o:3 


o 




c 


c 


c 


o 


J 


O g 


a 












O 

o 
w 


\— i 












'oPw 














Q 
0Q 


I* '-> 


03 


c 


ca 


a> 


iC! 


1> 


42 Pm 


3 


cc 


>o 


cc 


CO 


00 


o 

3 

Z 

o 
O 


2 CO 

3 >H 

^- 03 

o3<J 


■<* 


iO 


CO 


t> 


■o 


43 
o 


C<1 




oc 


oc 


co 




> 
<1 


cc 


-* 


»c 


i> 


to 






+= 


a) 
















03 






w 


oa 


CVJ 


O) 








cc 


r> 


o 


o 


CO 






M 


(-i 
















0.-3 


o 


c 


c 


c 


c 


e 






O a 


3 














05 
H 
05 


-..£ 


M 












oPh 
















05 


t* i* 


m 


1-* 


ca 


** 


CC 


CO 




J 


-QPm 


S3 

3 




c 


•* 


t^ 


CN 




U 


g 


rf 


iC 


IC 


CC 


LO 






3 — 
















< 


►7 03 

03 2 






























fcC 3 


43 


C 


t> 


CC 


oc 


Th 






s- ^ 




iC 


cc 


cc 


I> 


00 






0) 


S3 












05 




> 


§ 


cc 


-* 


io 


CC 


■>* 




o 

03 


CD 

03 

03 


CC 


»fl 


* 

cc 


* 

•<* 


CO 


J 




<£ 


O 


c 


c 


CO 


O 




t-C 


!-H 










1 • 


o 


05 


0:3 


03 


c 


c 


c 


c 


o 


X 
o 
m 


a 

05 
05 
■< 


U 3 


(3 

r-H 












OI^H 


















- s-l 


03 


CM 


— 


CC 


Lt 


00 




-2Ph 


d 


cc 


cc 


LC 


c 


■* 


o 

<! 
o 


P3 
<! 
J 

3 
CI 


3 £ 
•7 03 

03 to 

MS 
o3<< 


1-9 


■* 


IT. 


LC 


t^ 
















o 
> 




43 




cc 

CC 


>o 


CT 

c 


CN 


« 




03 


03 












Pk 




< 




cc 


1* 


t-C 


l> 


lO 




+3 


03 
















03 

14 




CC 


c 


c 


^* 


00 




05 


03 


uC 


CT 


cc 


c 


Th 






0:3 


03 


c 


C 


r 


c 


o 




05 
< 

41 


O a 


r— < 


























u 


!h U 


03 


cc 


CN 


Tt 


I— 


I— I 




3 
ft 


42 Pl, 


(3 

3 

1-5 


cc 


LC 


CN 


c 

CC 








3 s-, 
















EH 

<! 


£ g 
















03 M 
















o 


bJO 3 

03<< 

0) 


43 


t^ 


CN 


Tt 


oc 


co 


i> 


03 




CC 


a 


cr 


CN 




> 


§ 


cc 


cc 


t* 


LC 


-* 




o 


03 
03 


Tl 


a 


* 


* 


00 




u 


03 




< 


c 


C 


O 




JU 


t- 














or= 


C3 


c 


c 


c 


c 


o 


m 
41 


UP, 


a 












O 


'oPh 














O 
















X 




« 


oo a - 


c 


■>* 


■* 


m 


42 Ph 

a„ 


(3 

l-B 


cc 

Cs 




CC 


CC 


co 


i» 


3 tn 














3 

< 


*% 


























a 


03 g 
SB C 
c3<^ 


43 


Tl- 


c 


cr 


or 


co 




s~ 


tO 


CC 


Tl 


CN 




03 


03 
















§ 


CN 


rt 


Tf 


CC 


■* 
















PQ 




< 












00 




« 












<| 




o 




< 


PQ 


< 


PC 


t> 










l> 


t> 


(X 


oc 





o 

J 
l-H 

H 






FH 05 

w 2 

Pn t> 

Pw a 







03 


03 
CO 

o3 


00 


o 




r^ 








03 


m 


CO 


^t 


CM 


— 


05 

41 


*-> — 


O 

3 


- 


CM 


M 


CM 


CM 


O 


h- 1 












O 

w 
















o^ 














Q 


S 03 

4dPh 




as 


■* 


00 


CM 


CO 


3 


t« 


CN 


l> 


CO 


.-H 


41 
O 
« 
Eh 

O 


- 05 


3 

•-9 


o 

CO 


co 


CO 

co 


o 


»o 

co 


03 g 

o3<5 


43 

03 

1h 


T-H 

C3 


os 


1^ 

CO 


iO 

co 


o 




03 
> 


S 


oo 

CM 


co 


co 


oo 
co 


CO 
CO 






03 

03 


03 
03 

03 


t> 


OS 


Lft 


00 


OS 






03 


CM 


00 


<— 


03 


Tf 








03 


M 


_ 


CO 


CM 


CM 




02 
02 


U 3^ 


3 

l-H 














-^Ph 
















41 


^ fc 




CO 


CO 


t^ 


t^ 


co 




42 Pm 


3 


CO 


CO 


•* 


Tj< 


co I 




O 

41 
41 

< 


S 03 


3 


l-H 

co 


co 


CO 

co 


O 

•HH 


lO 

co 
1 


03 2 

M_5 

c3<q 


















43 


CO 


t^ 


CN 


OS 


■># 






Fh 


CO 


■* 


co 


i-O 


oo 






03 

> 


03 


os 


CN 


CO 


t~- 


CM 






CN 


co 


co 


co 


CO 






-4> 


03 
CO 

o3 












05 




03 


•* 


co 


o 


CN 


CM 


41 




03 


-* 


1 — 1 


iO 


^t 


CO 


O 






(-1 












O 


05 


o-- 


O 


CN 


CN 


co 


CM 


CM 


W 

o 


05 
05 
■< 


^Ph- 


3 

h- 1 
























41 


41 

o 


5 03 
43 Pk 




C3 


CN 


CT 


t^ 


co 




c 


co 


t> 


oo 


^ 


00 


o 

% 


< 

41 
P 

a 


B 03 

3 I* 
Z !^- 
03 § 
c3<i 

O 
> 

< 


1-5 


co 


LO 


t- 


i-H 


CO 
CO 














o 

> 
a 


P4 




CO 

oo 




CT 

CO 


o 


I— 1 
CM 


Ph 




c3 


c 
co 


co 
co 


co 


OS 

co 


CO 




+i 


03 
05 
c3 
















03 

o a 


■>* 


co 


oo 


CM 


t>- 




05 

a 

95 
05 
< 
41 


03 
!-. 
O 

3 

i— i 


i— i 


CN 


CM 


CM 


CN 
CN 




^44 




























u 


S 03 

43 Ph 


03 

3 


oc 


CN 


I-- 


■* 


T-H 




a 
<i 
Z 
o 


Tf 


t^ 


t^ 


O 


l-H 




S »2 

2 fe! 


3 

»-5 


OC 

CN 


c 

cc 


cc 
cc 


GO 

co 


CM 

CO 






Z^ 
















03 2 
















o 

o 

> 


c3<; 

03 
> 

< 


43 


T* 


CT 


CT 


CM 


■* 




03 


1> 


■«}■ 

CT 


CN 


oc 
co 


oo 

OS 






CN 


CN 


cc 


CO 


CM 




O 
03 


03 
OO 

o3 


<* 


* 
CC 


cc 


o 


CM 




03 


a 


ev 


c 




r^ 




- 


M 














OTX 


O 


a 


c 


■— 




o 


05 
41 


° 3 


3 












O 


^Ph 














o 
















X 


03 03 

43 Ph 
S „ 




LC 


CC 


Tf 


oc 


CO 


0Q 


3 
3 

•-5 


1> 

CC 


CN 
C 




CM 

oc 


OS 


(M 


3 2 


CN 


CC 


cc 


cc 


co 




ly 03 


























O 


03 ^ 
M <3 
o3<^ 


43 




CM 


oc 


oc 


T-H 




i- 


OC 


IT. 


cc 


l-H 


CM 




03 
<1 


03 


tr. 


c 


cc 


1> 






^ 


CN 


cc 


cc 


CC 


CO 




a 

3 












m 




<! 












oo 




« 












<r| 




O 




< 


PQ 


<C 


PP 


i> 










t> 


i> 


oc 


oc 





47 



W 

Pm 
O 

o 
w 
o 



S | 

q & 

Ph fa 

M « 
H 
ffl 
S 
P 

< 

K 

H 
r» 
<! 

H 

a 

o 
p 

EC 

<, 

m 







■ts 


CO 














co 


03 


M 


00 


r^ 


_ 


CM 




M 


CO 


00 


05 


en 


^ , 


o 




U 


rH 












m 


o:P 


o 


o 


O 


o 


MM 


MM 


j 


Uw 


p 












o 


1— 1 












o 
W 
















o^ 














CO 


rH U 

CO CO 
r^pH 


CO 

a 
p 

1-5 


T— 1 


i-H 


o 

CO 




CO 


o 

O 

O 


S CO 
>7 CO 

**- 

co g 
60 5 

u ^ 


1—1 


i—l 


i—l 


1—1 


CM 

i-H 


rP 
o 
rH 


05 

CD 


co 


CO 
CO 


co 


i—l 




CO 

> 

< 


o3 


O 


O 




CO 


1-1 






4^ 


CO 
















o 


03 


CO 


05 


o> 


_ 


M 








CO 


o 


en 


*± 


CM 


r» 






M 


















OTP 


o 


HH 


o 


o 


e 


e 






o a 


p 














02 

H 

CO 


'««£ 


(—1 














SPh 


















J 


Sh U 

co co 

rDpL, 




lO 


Tt< 


1—1 


CD 


00 




p 


I> 


Tt< 


t> 


CN 


CO 




U 


a co 


p 

1-5 


o 


^| 


1-1 


co 


tH 






i-H 


I- 


T— 


i—i 


T-H 




►h 


t^- CO 

co 2 






























60 P 
o3<j. 
u 


rP 


OS 


m 


(N 


LO 


>o 






M 


CO 


TtH 


<N 


o 


os 






CO 

r» 


o3 


Ol 


o 


T-I 


CO 


o 








i—i 


1—1 


tH 


tH 






+= 


CO 












CO 




o 


03 


kO 


<N 


>c 


h~ 


U5 


►J 








t^ 


Ol 


co 


1- 


CD 


o 




(-1 


M 












o 


CO 


o:P 


CO 


o 


T-i 


o 


o 


O 


H 


H 

CO 


o^ 


a 
i— i 












co 


«! 


^Ph 


























P 
< 

O 

M 

H 
D 


►h 

O 


.^Ph 


co 

p 


T-H 

05 


CO 
1—1 




CD 


1> 

i-H 


(tj 

rH 

p 


a u 

Hr CO 

co 52 

60 P 

03^ 


p 

1-5 


o 

l-< 


CM 
I-H 


CN 


CO 
1—1 


CN 

i— 1 














O 
> 


H 
Ph 


rP 

u 


CO 

1—1 


i-H 
OS 


Oi 


o 
>o 


CM 

IO 


Ph 




CO 

> 

< 


03 


o 
1—1 


O 
i-H 




CO 
I-H 


i—l 
i—l 






CO 
















o 


CQ 


OS 


■* 


<N 


„ 


o 




CO 


M 


CO 


to 


CO 


1> 


CO 


OS 




W 


o:P 


o 


rH 


C 


o 


n 


O 




CO 

h3 


(JU 


p 
1— 1 














^Ph 




























u 


-QPh 




M 


(N 


IC 


H 


CO 




h) 


p 


Tt* 


CO 


CO 


CN 


CO 




«4 
25 
O 

M 

H 


a «> 
P fe 


p 

1-5 


c 

1—1 


C35 


c 

I-H 


CM 

i-l 


o 

1—1 




rjr CO 




























-4 


co 23 
















O 
O 
> 


6flP 

o3«< 

u 

CO 

r> 


rP 


C35 


or 


co 


C 


co 




t-i 
03 


OC 
OC 




ex 


OS 


OS 




-1-2 


CO 














o 


03 




a 


C3 


co 


>«J- 




rH 


CO 


c 


ti 


CC 


If 






p 
















o:P 


o 






o 






CO 


U£ 


p 












o 


^Ph- 


























o 
















M 


CO CO 

-QPh 
a co 




-* 


IT. 


c 


c 


CM 


CO 


a 
p 


I-H 

c 


CC 


1> 


OS 

CO 


co 
i—i 


rH 


1— 


1— 


1— 


T- 


r-l 


« 
«4 


►7 CO 


























O 


60 P 
o3-< 


^3 


cc 


IC 


N 


1> 


00 




M 


I— 


cr 


c 


CO 


"<* 







03 


cr 


a- 


T— 


CM 


o 








1— 


1- 


1-H 
















«■ 




«! 












00 









< 


ff 


< 


p= 


< 










t^ 


t> 


OC 


OC 





> 

m 

< 



O H 

EH « 

02 « 

i—i o 

w Q 

Q 

^ P 



H o 
O * 

P3 B 

« 
s 

pq 

P 

H 

C5 
<! 
« 
H 

r> 

«! 

W 
W 

o 

Q 
H 

CO 

<) 
n 







-t-5 


CO 
















03 


m 


CO 


o 


*t 


h» 




f-H 


CO 




1^ 




o 


CM 




P 














ao 


ors 


CO 












J 


O P< 


p 












O 


^ 3 


t-i 












O 

P 
















oPh 














o 
















CO 


CO CO 


CO 


o 


rH 


o 


IO 


00 




^Ph 


p 


r— 1 


o 


CM 


OS 


rH 


o 

M 
H 

|z; 
o 
D 


is 


p 

•-5 


IO 


CD 


t^ 


l> 


CD 


co eg 
M P 
o3-< 


rP 


>o 


oo 


o 


rt 


rH 






OS 


CM 


1— 1 


os 


CM 




CO 


01 














> 
< 


§ 


CO 


r)H 


CD 


CD 


IO 






+2 


CO 


















o3 


r^ 


CM 


<* 


h» 


o 






r-l 

rH . 

OS 


CO 

r-l 

o 


00 


"~ 


t^ 


o 


CO 






_ 


CM 






__ 






o a 


p 














CO 

H 

CO 


«M ^ 


I—l 














oPh 
















CO 


















<1 


CO CO 


CO 


IC 


10 


CN 


iO 


o 




►J 


-^Ph 


p 


o 


co 


CN 


OS 


IO 




U 


p£ 


p 

1-5 


IO 


CD 


t^ 


l> 


CO 


co 52 


















hO P 

o3<ri 


rP 


00 


co 


oo 


oo 


o 








CD 


CN 


n- 


or 


OS 






CO 


m 
















> 

< 


§ 


CO 


rH 


IO 


CD 


rH 






+2 


CO 












CO 








os 


r^ 


00 


co 


IO 


J 






co 


CN 


CN 


CD 


t^ 


CM 


O 




t- 


rH 












O 


CO 


o:P 


CO 


i— 


CN 




o 


rH 


P 


W 

CO 


Ou 


P 
r— 1 












CO 


< 


•SPh 


























O 
U 


r-l 

n 


r-l P 

CO CO 


CO 


«* 


OS 


rH 


CO 


IO 




rDfL, 


p 


•~l 


CD 


oo 


CM 


IO 


< 
p 


a 02 

P Sh 


p 

r-5 


IO 


CD 


b- 


00 


CD 














o 
> 


Ph 


M P 

03 <^ 


rP 

o 


IO 
00 


CM 


CD 


o 

iO 


O 
CO 


H 




CO 


01 












Ph 




< 


\% 


co 


rH 


CO 


t> 


iO 

1 




-1-3 


CO 


















03 


00 


CM 


CD 


co 


rH 




CO 


(-1 

r-l 


co 


Tt* 


t» 


00 


00 


t^ 




H 


OS 


o 


1— 1 


i—l 






rH 




CO 


oa 


p 

I-H 














^Ph 




























U 




















CO CO 


CO 


t> 


CN 


i— 


r^ 


rH 




<j 
ft 


^Ph 

P CO 


P 

P 


00 


rH 
IO 


i— 1 

CO 


l-H 


]> 

IO 






p H 
















H 


K% 




























<j 


co ?2 
















O 
O 


MP 

CO 


rP 


OS 


O 


IO 


os 


CO 




!> 


rH 

03 


CO 


l> 


CM 


CM 


O 






> 

< 


§ 


CO 


co 


rH 


iO 


rH 




+s 


CO 
















03 


ID 


o 


00 


en 


IO 






co 


cc 


a 


CM 




r^ 




rl 


rH 














op 


o 






CM 






05 


U£ 


p 

I-H 












O 


'oPh 














o 
















. p 


co co 


CO 


co 


i— i 


co 


r- 1 


iO 


CO 
CO 


rOfL, 


p 
a 


OS 


CO 


rH 


rH 


CO 




r-5 


^ 


IO 


1> 


00 


CO 


r« 


P r-. 
















SZS |Sf- 


























O 


co eg 
60 P 
o3<ri 


rP 


OC 


T-H 


C 


CM 


o 




(H 


CN 


n- 


CN 


CN 


CD 




CO 


03 
















§ 


co 


co 


IO 


1> 


rH 

















PQ 














00 




« 












«J 




o 




< 


PC 


< 


PC 


^ 










t> 


t> 


0C 


oc 





48 







+= 


co 














o 
co 


CO 

03 


r^ 


00 


IA 


«* 


O) 




CO 


M 


CO 


CO 


CNJ 


CO 




t-< , 


s~ 












CO 


0^2 


o 












J 


Oft 


A 












O 
O 

W 


h- 1 












oPh 














to 


CD CD 


CO 


OS 


l^ 


00 


kO 


co 


^P-l 


Pi 


00 


tv 


co 


OS 


1-1 


o 
« 

o 
O 


2 oo 

!h 

» |_ 

cd 22 

03 <S* 


co 


tH 


iO 


CO 


IO 


,3 
o 


CM 

CO 


Oi 
O 


co 
o 


t> 






a; 


03 














< 


§ 


CM 


CO 


Tt< 


IO 


CO 






-*o 


CO 
















o 


CO 

03 


O 


CO 


CO 


Tt 


CO 






h 


CO 


CO 




CO 


IO 


IO 






Sh , 


h 
















o:3 


o 


o 


CM 












o ft 


a 














CO 

a 

CO 


^ 3 


i— i 














o^ 
















CO 


tn S-l 
















«! 


01 cu 


CD 


CO 


Ci 


co 


o 


l> 




J 


-2^ 


fl 


1—1 


■^ 


OS 


CM 


iO 




u 


S CO 


3 


co 


■* 


"*f 


CO 


<* 




<1 


3 S- 

co 52 






























o3-< 




CO 


CO 


iO 


CO 


<* 






t- 


>o 


co 


o 


co 


o 






3 


03 
















> 


*H 


CM 


CN) 


CO 


■tf 


CO 






< 


A 














_^ 


CO 












02 




o 

co 

S-c 


CO 

03 


CO 


o 


rH 


o 


co 


J 




0! 


O 


CO 


CM 


Tj< 


CO 


o 




t-l , 


u 












o 


CO 


073 


O 


o 


CM 


CM 






w 
o 


H 

CO 

CO 


Oft 


1— 1 












GO 


<1 


o^ 














< 

o 


J 

u 


CD co 


CO 


Tt< 


00 


CM 


o 


OS 




.OpL, 

2 <n 


i-s 


co 

co 


o 


CO 
LO 


co 

CO 


o 
>o 


<! 




3 i- 


























o 


a 

P4 




^3 

CO 

(-1 


oo 

CO 


GO 


5 


o 


CO 


K 




co 


03 












Ph 




> 



§ 


CM 


(M 


co 


to 


CO 




+3 


CO 
















O 

co 

t-H 
J- 


00 

o3 


OS 


OS 


OS 


CM 


c 




CO 


CO 


CO 


CO 


CM 


as 


co 




w 


0^3 


o 


c 












CO 

CO 


Oft 


i— i 














J 


o^ 
















O 




















3 co 


CO 


10 


co 


oo 


"# 


co 






S co 


a 

>-3 


OS 


OS 


CO 

co 


CO 


co 




o 


3 fe 
















H 


1-7 CD 




























<i 


co 23 
















O 


o3-< 
cu 


C 


CO 


*# 


OS 


CM 


co 




> 


M 
03 


CN 


(N 


co 


t^ 


1—1 






> 


k=j 


CM 




CM 


CM 


CM 






< 


l< 














-U 


CO 














a 

co 


DEI 

03 


O 


_ 


10 


^* 






M 


. 0) 


r*. 


I> 


r> 




CO 




t- , 


t- 














or^J 


O 


o 


O 


o 




o 


CO 


Oft 


1— 1 












O 


'oPw 














o 
















W 


CD <P 


CO 


o 


CO 


oc 


co 


^* 


o 

02 


.OPh 

2 CQ 


g 

3 


t^ 


CO 


CM 


CM 


CM 




1-5 


CN 


CO 


IC 


CO 


T* 


!« 


3 M 
















Hr CO 
5 fc- 


























o 


co cq 


Xi 














o3<! 


O 


i—i 


IC 


co 


a: 


co 




t- 


c 


CO 


iT. 


CO 


"tf 




CO 


03 














> 
< 


s 


CN 


<M 


1* 


IC 


co 

















PQ 




<J 












co 




M 












< 


. 


o 




<r 


PC 


< 


PC 


*• 










t> 


t> 


oc 


a 





49 



of the June figures over the March figures. In these tables, 
as in the remaining tables of this report, account is taken of those 
pupils only who took both the initial and final tests. 

Table XII, in which improvement in Arithmetic is shown, 
should be compared with Table V, which purports to show the 
same thing, calculated upon the basis of the percentage of children 
who improved. This comparison shows that substantially the 
same relative improvement appears as between the types of 
schools, whether the basis is that of Table V or that of Table XII. 

The same permanency, with respect to the ranking of the 
different types of schools, is evident in the succeeding tables 
(XIII to XVI), dealing with the other subjects. In no case is 
the ranking different from that shown in the series of tables (VI 
to IX) based on the number of pupils who showed improvement. 

In order to make a summary of the five subjects, as shown 
in Tables XII to XVI, it is necessary to convert the average 
number of correct answers, per pupil, into percentages. In the 
case of Arithmetic, with ten problems, a score of 2.54 means 
25.4 per cent.; in the case of Spelling, a score of 25.81 corresponds 
to 51.6 per cent., since there are fifty words in the test; in Geog- 
raphy, a rating of 9.13 means 45.7 per cent., since there are twenty 
questions in the test; in History, since there are twelve questions, 
each rating must be multiplied by 8 1/3, and a rating of 3.28, 
as an average number of correct answers per pupil, is equivalent 
to 27.3 per cent.; finally, in Grammar, since there are fourteen 
questions, each rating must be multiplied by 7 1/7, and a rating 
of 2.01 becomes, on a percentage basis, 14.4 per cent. 

In Table XVII the ratings are shown when converted into 
percentages, and this table constitutes a summary for all subjects, 
on the basis of the average ratings obtained by each pupil in the 
different types of schools. It is to be compared with Table X 
for its general results. Again it appears that the Control Schools 
are somewhat superior to the Prevocational Schools, while both 
are considerably ahead of the Gary Schools. When account is 
taken of the importance of the different subjects, the disparity 
between the types of schools becomes more pronounced. Accord- 
ing to the "weighted averages," the figures (Table XVII) are: 
Gary Schools, 4.6; Prevocational Schools, 6.4; and Control 
Schools, 7.2. 

An objection may be entered at this point that, for the whole 
set of Tables XII to XVII, the assumption is that questions are 
of equal difficulty. The objection is generally a valid one, and 

50 





w 


H 




H 


fs 




O 


3!! 




H 


S3 




»-5 






W 


H 




p 


O 




02 






hJ 




I-H 


hJ 


O 


> 


«! 


Eh 


X 


£ 


O 


H 


i— i 



<! 


hI 


H 


111 

< 








H 


Pm 




> 


a 




O 


C5 




Ph 


< 




Ph 


P3 




£ 


l> 




hH 


<i 

H 

w 

H 

iz; 

o 

Q 

X 

pq 



| 




03 


















03 


Tt 


M 


— 


(O 


en 


LO 


CM 




03 


r«. 


*■ 


LO 


o 


o 


r^ 


r>« 


03 


O 


















fl 
















O 




















































a 


















Q 
02 


03 
Pi 


t^ 


00 


r~ 


o 


CD 


LO 


00 


o 


^ 


oo 


o 


CM 


^H 


CD 


CD 


t~ 


i-s 


lO 


t^ 


CD 


LO 


CO 


LO 


LO 


« 




















































o 
O 




co 


.-h 


CD 


■* 


t> 


O 
• 


CD 




o3 




CD 


t- 


CO 


CD 


OS 


O 




2 


LQ 


CD 


>o 


"* 


<M 


t)< 


LO 






0) 




















03 


e> 


O 


CO 


CO 


O) 


CO 


-* 






03 


co 


LO 


« 


CO 


O 


r^. 


CO 






o 




















Pi 


















to l-H 


















a 


















aj 




















05 




















<! 


03 


00 


1> 


-* 


I— 1 


co 


CO 


co 




J 


IS 


















o 


pi 


<N 


o 


oo 


■* 


<N 


co 


tH 




1-5 


iO 


t- 


LO 


LO 


CO 


LO 


LO 




J 




























































■tf 


l> 


CO 


oo 


t^ 


co 


Ci 






(-1 




















03 


oo 


iO 


Tt< 


o 




CD 


h- 






§ 


■* 




iO 


Tt< 


<N 


T* 


^ 






03 




















03 


CO 


oo 


co 


LO 


CD 


o 


1 


o 




!h 


co 


LO 


CO 


o 




l> 


CD 


o 


to 


O 










i— ( 






a 
o 

0Q 


H 


a 
















93 

05 


t—t 
































J 
5 


o 


03 


oo 


co 


C5 


o 


co 


CO 


CM 


& 


P3 


Tt< 


,_| 


c 


Tf 


CD 


L^ 


00 


o 


<j 


•^ 


'O 


00 


CD 


LO 


co 


LO 


LO 


B 


J 
















< 


P 


















O 


















o 
> 






CN> 


»o 


CD 


>— 1 


t^ 


CO 


1— 1 


« 




(S 




>o 


t^ 


TlH 


•* 


o 


CN 


Ph 






lO 


r^ 


lO 


^ 


(N 


LO 


LO 






03 ' 




















eS 


oo 


t^ 


LO 


(N 


co 


00 


LO 




05 

w 


03 
Eh 


■* 


CO 


■* 


tH 


05 


1^ 


CD 




O 








1—1 










03 


A 


















03 

<! 


h- 1 
















J 




















o 






















03 




■* 


CM 


oo 


LO 


CM 


-# 




J 


Pi 


















■«i 


Pi 


t^ 


CO 


co 


f^ 


^ 


LO 


CD 




fc 


i-s 


■* 


«o 


iO 


-* 


CN 


■tf 


Tfl 




O 




















2 






































<! 




















o 


j 


















o 


03 


co 


t^ 


t^ 


CD 


oq 


05 


O) 




> 


03 


<m 


a> 


oo 


~n 


LO 


t> 


OS 






£ 


■* 


^ 


■* 


CO 




co 


co 




03 


















03 


00 


** 


r> 


CO 


00 


CO 


CO 




03 
in 


o 


_ 


LO 


^ 1 


IO 


LO 


«* 




O 
















03 


a 
i— i 
















O 


















o 


















a 


03 


"# 


o> 


rH 


C33 


co 


b- 


l> 


o 


Pi 
















Zfi 


Pi 


CO 


co 


oo 


<M 


o 


05 


CT> 


03 


1-5 


T* 


CD 


iO 


LO 


co 


^ 


■* 


















■^ 


















O 




CD 


lO 


"# 


CO 


LO 


- 


-J 




03 


CM 


03 


<M 


oo 


-CH 


■^ 


LO 




S 


■* 


CD 


LO 


CO 


CM 


■* 


^h 




d 




rG 

a 

03 






03 rn 


T} 03 


O 


03 

g 


a 


>> 

Fh 


Lh" 

03 

a 


03 S 


03 03 
bfi t- 


3 

p 

02 


'Eh 


"03 


M 
O 

03 


o 

05 


a 

03 

fH 


03 o 










^ 


GO 


O 


s 


o 







51 



* 4- <6 8 |0 U f4 

ARITHMETIC — 



SPELLING 
GEOGRAPHY 
HISTORY 
GRAMMAR 



AVERAGE- 
ALL SUBJECTS 

WEIGHTED AVERAGE- 
ALL SUBJECTS 



Fig. 3. Amounts of improvement, based on the average percentage of 
correct answers per pupil. All grades combined. In each group 
of bars the first is for the Gary Schools, the second for the 
Prevocational Schools, and the third for the Control Schools. 
See Table XVII. 



no one has made it more often than I have. The point of the 
objection is that, for instance, in the Spelling test, to weight 
each word the same as every other word is to assume their equality, 
when, as a matter of fact, by reference to the figures given opposite 
each word of the test (page 16), it will be seen that they are of 
widely different difficulty. 

There is, however, one argument which may be made for 
the essential reliability of the method as used in this investigation. 
We are not reaching conclusions on the basis of a single test in 
each subject. We are dealing with two tests, and each question 
in one has its corresponding question of equal difficulty in the 
other. Whatever opportunity the first of the two tests afforded 
for an individual to show his ability, that same opportunity was 
afforded by the second test. The fact that the questions in both 
tests vary in difficulty does not render this comparison unreliable, 
for the reason that they vary to the same degree in each of two 
tests in the same subject. 

52 



12. STANDARDS FOR THE GRADES 

Tables XVIII and XIX are introduced at this point on 
account of their usefulness in setting up, for each grade, standards 
of achievement in each of the five subjects considered in this 
investigation. So far as the sixteen schools which have been 
tested may be regarded as typical (and I think they may be so 
regarded without material error), Tables XVIII and XIX will 
show what success children of grades from the lower to the upper 
eighth may be expected to have in answering the questions given 
in these tests. The number of participants in the March test 
was about 10,000, and the same number of children took the 
June tests, the material for these tables being based on the par- 
ticipants who wrote answer papers both in March and in June. 

TABLE XVIII 
AVERAGES IN MARCH TESTS— ALL SCHOOLS COMBINED 

BASED ON THE NUMBER OF PUPILS WHO TOOK BOTH THE 
MARCH AND THE JUNE TESTS 



Grades 


Arithmetic 


Spelling 


Geography 


History 


Grammar 


7A 

7B 

8A 

8B 


3.31 
4.46 
4.98 
6.89 


28.79 
32.08 
33.72 

37.82 


9.98 
10.56 
11.36 
13.00 


3.73 
4.15 
5.68 
6.93 


2.50 
2.62 
3.58 

5.08 


7A-8B 


4.88 


32.73 


11.10 


4.98 


3.31 



AVERAGES IN JUNE 



TABLE XIX 
TESTS— ALL 



SCHOOLS COMBINED 



BASED ON THE NUMBER OF PUPILS WHO TOOK BOTH THE 
MARCH AND THE JUNE TESTS 



Grades 


Arithmetic 


Spelling 


Geography 


History 


Grammar 


7A 

7B 

8A 

8B 


4.01 
5.19 
5.70 
7.01 


30.67 
33.87 
34.37 
40.30 


10.95 
11.59 
12.04 

13.80 


5.05 
6.13 

7.24 
8.00 


3.38 
4.46 
5.13 
6.47 


7A-8B 


5.36 


34.89 


11.98 


6.48 


4.73 



Principals and superintendents who care to give these tests 
for purposes of comparison with the results shown in Tables 
XVIII and XIX, should note particularly that the entries in 
Table XVIII refer to conditions in March. They will, of course, 



53 



apply equally well to the month of October in the fall term 
Similarly, attention should be directed to the fact that the entries 
as given in Table XIX refer to June conditions, but will apply 
equally well to conditions for the month of January in the fall 
term. 

13. A THIRD METHOD OF MEASURING 
IMPROVEMENT 

In Tables XII to XVII, the basis for estimating improvement 
in the different types of schools was the difference between the 
average scores of pupils in the March tests and in the June tests. 
It is not always safe to make comparisons on this basis. The 
difference between an initial and final score is an unreliable basis 
of comparison, unless the initial scores of the groups to be com- 
pared are substantially the same. A simple illustration will 
serve to make this clear. Suppose one group of children increased 
its average rating from four to six questions right out of a possible 
ten; suppose, also, that another group of children increased its 
average rating from seven to nine out of a possible ten. In each 
case, the difference between the initial and final rating is two. 
Obviously, however, the improvement record of the second group 
is considerably better than that of the first group. To have 
advanced from seven to nine questions correctly answered is 
to have advanced two-thirds of the way toward the mark of 
perfection (represented by ten). On the other hand, to have 
advanced from four to six is to have advanced only one-third 
of the way toward an errorless score. 

It becomes necessary, therefore, to consider the size of the 
initial score before we can make a just estimate of the improvement 
indicated by the difference between it and the final score. Account 
is taken of this fact when we consider the possible improvement 
that may be made, and compare with it the difference between 
the initial and the final ratings. In the case of the group which 
improved from four to six, the possible improvement is six, the 
apparent improvement is two. The ratio of the latter to the 
former is one-third, or 33 per cent. This figure may be taken 
as indicating, for comparative purposes, the real improvement. 
Similarly, for the group which improved from seven to nine, 
the ratio of the apparent to the possible improvement is two- 
thirds, or 67 per cent. On this basis, therefore, although the 
two groups have apparently improved equally, the group whose 
initial score was higher has advanced twice as much. 

54 



X 
X 

w 
t-H 

P9 

< 



H 
K 
H 

§ 
O 

ph 

W go 

CO <J 

< w 

I— I 

n W 
W ,_q 

W pq 
^ co 

Pr M 

o ° 
O pn 

2 w 

<J E-i 

*o 

H 

CO 

<< Ph 

O 

Q O 

CO 

x 

r W 

w o 

> 

O 

« 

Ph 



o 
o 
w 

o 

CO 

J 
o 
« 

o 

o 



•S3S§ 



CD CD 
^.O c3 



Phi— i 



»o J 
o3 o 

• tO Sh 



o3 o 

r> to u o fl 






flj o 



Phi 



<D S- O fi 



■rt o3:£o 



t> iO CT> Ci CO 



CM .-H t-H 



O iH • rH 



O 

« 

P_ 


H 



03 <0 



CO Jj 

03 o 2 
-p CD s- O C 






lO GO CD 



CO CO <N CD 



to to 

^-Q. o3 
Phi-h 



OS ^ o s 

^ *- 03 +» 3 



flg 



Ph' 



~-i oo 



(h 03 ■ 



<N OS 00 



O >-* l-H 



CO CO O) CD CO 

— co — co r» 



hi 


ft 

o3 
r-< 
bD 

o 


>> 


03 

s 


~ 


o 

-(J 


03 








(-> 


X 


O 


K 


o 



T3 oo 

-as 



55 



Table XX and Fig. 4 indicate, for each subject (all grades 
combined), the improvement shown in the different types of 
schools, on the basis of the ratio of the difference between the 
initial and final ratings in each subject and the possible improve- 
ment in each subject. 

The effect of this method of estimating improvement is to 
make more emphatic the difference between the types of schools. 
The Control Schools appear to even greater advantage than 
before, due to the fact that, in general, their improvements were 
made from higher initial scores. To a certain extent and for 
the same reason, the Prevocational Schools also gain by the 
employment of this method. On the contrary, the Gary Schools 
suffer most by it. For the average (unweighted) of all subjects, 
the figures representing improvement are as follows: for the Gary 
Schools, 9.70 per cent, of possible improvement; for the Pre- 
vocational Schools, 13.30 per cent, of possible improvement; 
for the Control Schools, 14.38 per cent, of possible improvement. 
Giving to the subjects the same weights as before, the figures 
for improvement are: Gary Schools, 8.17; Prevocational Schools, 
11.94; Control Schools, 14.32. 



10 )S Z0 ZS 



ARITHMETIC 

SPELLING 
GEOGRAPHY 

HISTORY 
GRAMMAR 

AVERAGE- 
ALL SUBJECTS 

WEIGHTED AVERAGE- 
ALL SUBJECTS 



Fig. 4. Ratio of apparent to possible improvement. All grades combined. 
In each group of bars the first is for the Gary Schools, the 
second for the Prevocational Schools, and the third for the 
Control Schools. See Table XX. 

56 



It will be observed that I have not used this ratio method 
with reference to grades, but only with reference to subjects, 
when all grades are combined. It would not apply so well as 
between grades, for, while it is true that the possibility is the 
same for all, the expectancy is by no means the same. No one 
would expect that during a given period the scores of 7A children 
would approach so closely as would those of 8B children to 100 
per cent, of accuracy. Therefore, to credit pupils of the 7A 
grade only with the per cent, that their apparent improvement 
was of the improvement necessary to reach a perfect score would 
be to discriminate against them. No such discrimination is 
made, however, when this method is applied to all grades grouped 
together. Both possibility and expectancy are equalized. The 
method, therefore, it seems to me, affords an excellent basis on 
which to compare improvement from different initial scores.* 
The figures that it yields are our final expression of comparison 
between these different types of schools. 

14. CONCLUSION 

In all fairness, some caution should be exercised in drawing 
from the data of this report inferences unfavorable to the Gary 
Schools. We may properly remind ourselves that their educa- 
tional philosophy is not that of the traditional schools, and that 
it is truer and more vital than any philosophy which the traditional 
schools usually put into practice. We ought also to remember 
that we are comparing the two types of schools as to matters 
which one of them emphasizes and which the other does not. 
The proponents of the new plan — not its thinkers and philosophers, 
but its noisy partisans, gifted with enthusiasm but with little 
else — have betrayed it. They have, in their eagerness to secure 
its wide and immediate adoption, made rash statements as to its 
equality with or superiority to the regular type of school, in 
respect to the more formal products of education — products 
which have always been prominent in the traditional school. 

It may be distasteful to the lesser advocates of the Gary 
plan to be obliged to admit that the schools of their aspirations 
fall short of superiority in any respect. Those, however, who 



*To avoid the difficulty of working from different initial scores, it would be interesting 
to compare the different types of schools, on the basis of those children only who obtained the 
same initial score. Lack of time has prevented my doing this. There is no reason to suppose 
that there would be any significant change from the results as indicated by the three methods 
already applied. 

57 



catch the larger spirit of that modern movement in education, 
of which the Gary plan is but one of a number of attempted 
expressions, will find no discouragement in such an admission. 
Recognizing the need in life for a certain proficiency in these 
formal matters, they will provide so much only of them as is 
commonly useful. Having done this, they will be undisturbed 
by those who seek to impart a higher degree of formal training 
at the expense of better things. The question regarding a school 
or a class will not then be, Is it better in these respects than some 
other school? but rather, Has it reached the standard? 

At this point one may properly inquire, What is the standard? 
The answer is only partially forthcoming, but it is gradually 
being formulated. To date it is something like this, for elementary 
school graduates: To write equal to quality 12 of the Thorndike 
handwriting scale, and at the rate of 125 letters a minute; to 
add correctly groups of nine numbers of three digits each, at 
the rate of 12 in eight minutes; to subtract, multiply, and divide 
with precisely defined numbers, at a specified rate and with a 
given accuracy; to spell a selection from the "meant-earliest" 
list of the Ayres Scale with 84 per cent, of correctness. Other 
standards than these will shortly appear— standards in Reading, 
Geography, History, and Grammar. At no distant date still 
other standards may be expected, and they will subject to measure- 
ment many things not usually thought of as measurable. 

For the school of the future these standards will be enor- 
mously valuable. Children will no longer be required to learn 
"to spell," but the requirement will specify what words and how 
well. a To add" will be replaced by definitions as to speed and 
accuracy. "To write business letters" will be revised by specifying 
how well, in terms of actual letters of known quality. In all these 
matters children will no longer be drilled blindly toward a vague 
and never-realized goal, long after the point of diminishing returns 
has been reached. They will be shown the standard and thus 
furnished with a motive. They will be drilled — or they will 
drill themselves! — until they reach it; and they will then apply 
their time to other things more valuable to them than further 
drill would be. 

Thus the educational scientist becomes an ally of the educa- 
tional philosopher, pointing the way to the accomplishment of 
his purposes. The modern social philosophy — the philosophy 
of John Dewey and his school — is too profoundly true to be 
belittled by any one. In so far as Superintendent Wirt is actuated 

58 



by that philosophy, he should be given respectful attention. It 
appears not only that he is so actuated, but that he is one of the 
few persons who have consciously and systematically attempted 
to work out his theories in practice. Opinions as to his success 
in this most difficult task of translating theory into practice will 
vary between the opinions of those who blindly accept and seek 
to transplant the entire Gary system, and the opinions of those 
who, with equal blindness, reject it entirely. 

Meanwhile, however, it is entirely proper to seek to appraise 
the work of schools conducted on the Gary plan. Superintendent 
Wirt has never objected to this. In fact, he has welcomed every 
attempt to survey the schools at Gary and is now planning to 
co-operate with the General Education Board for a systematic 
investigation of them. To accuse any one, therefore, of lack 
of sympathy with the Gary plan because he seeks to evaluate it, 
is to accuse Superintendent Wirt himself. 

If, then, we wish to appraise the work of the Gary Schools, 
we must suspend judgment concerning them until the appraisal 
has been made. We must give them abundant opportunity to 
justify themselves, and we must give them an attentive, sym- 
pathetic hearing. We must be judges and not partisans, neither 
so radical that the lessons of the past mean nothing to us, nor so 
conservative that our faces are not turned toward the light. 

In maintaining this judicial attitude, we should insist that 
the Gary plan be set up at New York no further than favorable 
experimental conditions require. Its wholesale introduction 
could only be based upon the assumption that the case was closed, 
the evidence all in, and judgment rendered for the Gary Schools. 
Such is not the fact. The case is not much more than opened, the 
evidence is only partly in, and judgment cannot yet be rendered. 

The evidence afforded by this report is unfavorable to the 
defense. It shows that claims made have not, in the case of 
these particular schools, been substantiated. It makes clear 
the fact that, in matters regarded by the state as constituting 
essential parts of an elementary education, these schools have 
been unable to advance as many of their pupils within a given 
time as have the schools offering the regular course of study. It 
shows that the amount of improvement gained by each pupil 
does not equal the amount of improvement gained by each pupil 
of the regular schools. Extenuating circumstances may be urged, 
and rejoinder may be made; but these facts will remain 
unchanged. 

59 



Meanwhile, the Gary plan is on the defensive; and it is 
inevitable that it should be. It is a new system, expressive of 
a new creed; it sets up new principles, based upon new educational 
values. It is an important attempt to put into practice theories 
which are already accepted. But it will have to prove itself 
superior as a working program to the system which it seeks to 
supplant. 



APPENDIX 

Statistical Note: — From a theoretical point of view, the 
most satisfactory method by which to express improvement from 
different initial ratings requires a treatment radically different 
from the third method described in this report. Account should 
be taken of the normal distribution of ability, and the ratings in 
each subject should be converted into units of the variability 
of the normal surface of frequency. Certain assumptions may 
be made in an approximation to theoretical precision. These 
are, first, that the distribution of ability for each subject and for 
each grade is of the "normal" type — the type represented by the 
logarithmic curve variously known as the curve of error, the 
Gaussian curve, the probability integral, etc. Second, that the 
real variability for each grade is equal to the real variability for 
every other grade. Third, that these variabilities are the same 
for all subjects. 

These assumptions are by no means gratuitous. I have 
elsewhere experimented with skew distributions.* So far as 
the subject of spelling is concerned, no important differences 
were shown between the use of normal distributions and modified 
distributions. In the same place I have discussed the matter 
of differences in variability. 

It is reasonable to suppose that results will not be affected, 
except to a minute degree, by any error introduced through the 
assumptions above described. A partial analysis of the returns 
from these tests has been made on the basis of a normal distribu- 
tion of ability. The steps in the method have been these. First, 
the average ratings in each subject and each grade were converted 
into per cent, ratings; second, the median rating for each grade 



*"Spelling Ability; Its Measurement and Distribution," B. R. Buckingham, Teachers 
College, New York, 1913. 

60 



and subject was found; third, this median rating was equated 
to 50 per cent., and all ratings changed accordingly; fourth, for 
the resulting percentages the corresponding expression was found 
in terms of the unit of variability called the "Probable Error." 

The same median was used for both the March and the June 
returns. This is not good practice. The proper method would 
have been to determine the March and the June medians for 
each subject and grade, and then, on the basis of the number 
of pupils who, in March, surpassed the June median, to have 
established the interval between the March and the June median 
for each grade and subject. The data are not full} r worked out 
for this rather delicate procedure, although the score sheets 
furnish the raw material. As a matter of fact, however, the 
fixing of these intervals between the March medians and the 
June medians would, in this instance, have little practical bearing 
upon determining, in units of the Probable Error, the improvement 
between the March and the June tests, because it would tend 
to introduce a constant increment which, being present in all 
cases, would have little to do with the comparison, although 
it would have a great deal to do with the size of the expression for 
improvement in every case. 

The lack of theoretical completeness in this analysis has 
prevented my including it as a fourth method in the report. 
Using only the March median for each grade, as a point of refer- 
ence, the following figures appear as the average improvement, 
all subjects combined, for the different types of schools. The 
units are P. E.'s. Gary Schools 0.30, Prevocational Schools 0.41, 
Control Schools 0.45. The corresponding figures for the voca- 
tional classes and regular classes of the Prevocational Schools 
are 0.39 and 0.47 respectively. 



61 



